Beruflich Dokumente
Kultur Dokumente
THE AUTHORS
Sue Shaw
Sue is Associate Dean. Learning and Teaching and Head of the Department of
Management at Manchester Metropolitan University Business School. She studied
History at the University of Southampton before completing an MSc in Manpower
Studies and Industrial Relations at the University of Salford and a Doctorate in
Business Administration at the University of Manchester. Her teaching and
research interests are in international HRM/HRD, individual performance and
women in management. She has a number of publications and conference
papers in these areas. She leads the MMU accredited McDonalds in-house
Foundation Degree programme in Managing Business Operations and until its
conclusion in March 2011, led the Schools four year METP EU/China
management development project. Sue is a Chartered Fellow of CIPD and has
been actively engaged with the CIPD for a number of years both nationally and
internationally.
Andrew Rowe
Andrew is currently a senior lecturer in organisational behaviour at Manchester
Metropolitan University, leading a variety of post experience courses and
successfully supervising at doctoral level. Prior to joining MMUBS, he completed
a PhD in Management Learning at the University of Essex, then becoming a
research fellow at the Cranfield School of Management on an EPSRC project
looking at teamworking in construction. Recently, alongside researching female
expatriation, he has also been investigating executive remuneration as well as
the contribution of the arts to organizations: the latter through a metaphorical
application of dance, in addition to exploring a spatial understanding of
organizational learning. He has published in a range of international journals and
has written on Learning and Development for a CIPD publication
ACKNOWLEDGEMENTS
The authors would like to thank the UFHRD for their generous sponsorship of this
research in the form of a research honorarium
Contents
1 INTRODUCTION................................................................................................ 5
2 The LITERATURE.............................................................................................. 8
2.1
Women Expatriates...............................................................................8
2. 2
3 THE STUDY..................................................................................................... 19
3.1
Research Aims................................................................................... 19
3. 2
Methodology..................................................................................... 20
4 FINDINGS....................................................................................................... 23
4.1
4.2
4.3
Expatriate Cycle................................................................................... 26
4.4
Expatriate Learning..............................................................................45
4.5
4.6
4.7
5 DISCUSSION................................................................................................... 61
5.1
Womens Learning and Development & the Global Assignment Cycle
...................................................................................................................... 61
5.2
5.3
Exploring the Potential of Learning & Development to Support
Female Expatriates........................................................................................ 66
6 IMPLICATIONS OF THE STUDY........................................................................67
6.1
6.2
7 CONCLUSIONS............................................................................................... 70
References........................................................................................................ 71
APPENDIX 1
INTERVIEW FORMAT...................................................................85
1 INTRODUCTION
referred to
Their importance to
Research into expatriates traditionally has focused on those people sent abroad
by multinationals. However
studies of SIEs
further studies that look at SIEs are to be welcomed not just because of their
distinctive nature but also because and to date largely exploratory ( Suutari and
Brewster, 2000; Forstenlechner, 2010): therefore of the size of the group
(Bozionelos, 2009).
Another notable feature is the changing gender profile of international managers
and professionals.
However,
expatriate
from
managers
development
is
traditionally
explored
an
must in future pay careful attention, not just to managing the development of
the traditional expatriate at each stage of the life cycle from selection and predeparture training to repatriation (Dupuis, Haines and Saba, 2008 ), but also to
managing their SIEs (Ariss, 2010; Banai and Harry 2006).
A gender
are
an
important
contribution
to
facilitate
more
effective
of
the
new
millennium,
with
its
globalised,
organisational
This paper first examines the relevant literature in relation to women expatriates
and learning and development of expatriates particularly in relation to women
expatriate development
report the study, outlining its aims, the methodology used and the findings. It
concludes with a discussion of the implications of the research and highlights
areas for future development.
2 THE LITERATURE
2.1 Women Expatriates
2.1.1 Traditional Female Expatriates
Female participation in global assignments has been of academic interest for
over three decades since the work undertaken by Adler in the late 1970s and
1980s.
study (2011: 288) of self-initiated expatriate women in the United Arab Emirates,
in contrast, found the women were exposed to gendered discriminatory values
and practices without the protection of legal or procedural support. Moreover,
10
that
female
expatriates
perceived
themselves
to
receive
less
expatriate managers will remain a minority in Europe until organizations reexamine their human resource management policies and practices and offer
organizational
(445-446).
What
is
more,
extant
evidence
highlights
that
there
are
also
gender
11
(2000) reinforce Adlers (1984a) refutations of the myth that women are
unsuitable to work overseas, it is significant that there is a predominance of
single/childless expatriates (Tzeng, 2006) as well as accounts of high levels of
work-family conflict (Fischlmayr and Kollinger, 2010; Tharenou, 2008). There is
also evidence that women are reluctant to pursue careers in countries that
appear to have discriminatory cultures (Tung, 2004). Gender role theory, for
example, helps to explain how women need to overcome substantial social
barriers. This suggests that an international career is still not without challenges
or sacrifices that make it difficult for women to achieve or maintain high
performance and that the majority of international women mangers typically
choose between a career and a family (Linehan and Walsh, 2000; 2001).
Notwithstanding these challenges, the increasing demand for expatriates means
that women should be able to play their full part in global organisations. Indeed
the exclusion of women from expatriate assignments seems to run counter to
Altman and Shortlands (2008) conclusion from their review of twenty-five years
of research into women on international assignments, that there is strong
evidence that women adapt better than men in cross cultural business situations.
However, in terms of adjustment in general, the results are ambivalent.
Linehams (2002) study of 50 senior female international managers found
women faced specific difficulties relating to gender bias linked to international
assignments, the negative influence of gender over international career, the
difficulties in finding career alternatives in the case of dual career couples and
the difficulties of balancing family demands. There is evidence that men and
womens adjustment patterns are different with women showing higher levels of
work adjustment (Selmer and Leung, 2003) and interaction and relational
adjustment (Haslberger, 2007; Selmer and Leung, 2003). Moreover, Janssens et
als (2006) later study found expatriate women rather than seeing them selves
as victims of a penalising
cultural reasons actively sought to counter this in their interactions with men by
developing their own professional identities as either a woman, manager or
western expatriate.
2.1.2 Self-initiated Female Expatriates
One reason why published female expatriate numbers appear to remain low may
be because research tends to concentrate upon female expatriate managers
(and their development) from a TFE perspective rather than those who work
12
expatriates continue to be faced with a glass border, more women may now be
choosing the self-initiated rather than a traditional route into international
careers (Altman and Shortland, 2008). This reinforces the need for female
expatriate research when discussing non-traditional routes to explore the
implications
for
organisations
and
individuals
of
supporting
expatriate
provides some rationale for why there is a steady increase of traditional and SIE
female expatriates, as well as why females are overcoming hurdles to take up
international assignments. Gen X, Gen Y and third culture kids (TCK) are
seemingly more culturally aware than previous generations and therefore may
not need as in-depth cross-cultural training (Selmer and Lam, 2004). This project
provides the opportunity to investigate what differences exist amongst the
female expatriates how they value the expatriate assignment and in particular
look at how organisations are perceived to value expatriate assignment and
experience (Scullion, Collings and Gunnigle, 2007). This is an emerging issue in
the literature and little is known specifically regarding Gen Xers as well as Gen Y
in the context of international assignments.
2. 2 Learning and Development for Expatriates
Whilst they are inextricably linked it is nevertheless important to distinguish
between the expatriate assignment as an organisational and individual career
development vehicle and the training and development to successfully
undertake the international assignment.
2.2.1 The International Assignment as a Means of Career Development
International assignments are increasingly used as a development tool by MNCs
(Dowling et al, 2008; Harris and Dickmann, 2005) and indeed studies show that
job development and opportunities to enhance their career capital are major
considerations for individuals in their decision to accept an overseas assignment
13
(Suutari and Brewster, 2000, Tung, 1998, Stahl and Cerdin, 2004, Dickmann,
Doherty, Mills and Brewster, 2008). Jokinen, Brewster and Suutaris (2008) study
of Finnish expatriates found that an overseas assignment was an important
learning opportunity for both conventional and self-initiated expatriates, with
both groups perceiving that the assignment experience had enhanced their
knowing how, knowing why and knowing whom career capital. This led the
authors to conclude that an international assignment provides a real opportunity
for a SIE to develop his or her career capital.
Interestingly organisational
which
the
authors
attributed
to
the
organisational
expatriates
prior
cycle:
training,
development,
mentoring
and
career
development
14
criticised
organisational
approaches
suggesting
that
.....both
15
(Mendenhall and Stahl, 2000), together with the wider process of learning that
actually takes place once the expatriate is in situ and becomes more sensitive to
the challenges of working in another country (Caligiuri and Di Santo, 2001). This
is summarised succinctly by Mendenhall and Stahl (2000): ...expatriates need
training in real time; they need cross-cultural training or some form of personal
assistance on the fly (253). This leads Vance and Paik (2002) to suggest that it
may not be pre-departure training per se, but rather its inadequacies in the past
that has led to the conclusion that on site real time learning is more effective
than pre- departure training.
Black (1988) identified three types of adjustment that were necessary for an
expatriate: general /cultural, work adjustment and interactional. The importance
of adjustment at the interpersonal interaction level has also been acknowledged
in other studies.
of
in-country
peer
support
and
mentoring
to
expatriates
may receive less mentoring than domestic staff and female expatriates less
mentoring than their male colleagues (Harvey, McIntyre, Thompson, Heames and
Moeller,
16
The second
17
likely to be
adversely affected, because they are less likely to receive local job knowledge
and support. Caligiuri and Di Santo (2001) go as far as to argue suggest that
networks can be more effective than pre-departure cross-cultural training.
The role of womens networks as a means of learning, development and support
has been well researched in a national context (Catalyst, 1999; Ibarra, 1995,
1997, Bierema, 1996, 1999, 2005). Consequently networks are seen inter alia as
a means of learning about corporate culture (Bierema, 1999),
as a way of
Shortland
(2011) suggests such networks are potentially a valuable career intervention for
women at each stage of the expatriate cycle and in particular on assignment and
repatriation because their lower numbers make adjustment more challenging.
18
Her study of female expatriates in the extractive industries found the women
valued the opportunities networks presented in preparing to go as well as living
and working abroad. However, whilst they were helpful in terms of adjustment
the majority of women felt they were not important from a career development
or promotion perspective. At the same time, working in a male dominated
industry the expatriate women found the value of a formalised female network
helpful although potentially divisive.
Nevertheless, it is acknowledged that accessing such networks is by no means
easy to achieve and research suggests that international women like their
domestic counterparts are less well integrated into organisational networks as
their male colleagues (Linehan and Walsh, 2001). Although evidence suggests
that they do take opportunities to join associations or womens networks not only
as a means of learning how business is done and to enhance their cultural
understanding but also for friendship (Napier and Taylor, 2002). Linehan (2000)
found that female expatriates, notwithstanding the difficulty in accessing male
dominated networks, experienced greater benefit from these because of the
absence of family and friends than they did in the domestic environment. Gender
differences in networks have been acknowledged for some time and, in
particular, the practice for womens networks of being more relational than
mens, which Bierema (2005) suggests may be down to womens pre-disposition
to relational and connected knowing (Belenkey, Clinchy, Goldberger and Tarvie
al, 1986). Furthermore, suggestions are that women expatriates experience
difficulty in accessing networks in a male dominated environment but not vice
versa (Bozionelos, 2009).
2.2.4 Learning and Development of Self Initiated Expatriates
Research into the learning and development of self-initiated expatriates is
limited and we know little about how individuals overcome barriers to their
professional development in the host countries (Ariss, 2010). Mayerhofer et al
(2004a and 2004b) suggest that self-initiated expatriates are often expected to
assume responsibility for their training and development. Both Howe- Walsh and
Schyns (2010) and Suutari and Brewster( 2000) make the point
organisations should do more
that
terms of his/her role and in the wider social environment although the former
authors suggest that the reality is more ad-hoc than planned. Mayerhofer et al
(2004b) argue that cross cultural issues are as important for self-initiated
19
expatriates as they are for conventional ones although the evidence suggests
that this group of assignees do not get the same level of cross cultural training
as their organisational counterpart (Tahvanainen, Welch and Worm, 2005). This
lack of support is also evident in the repatriation phase. Begley, Collings and
Scullions (2008) study of self-initiated repatriates to the Republic of Ireland
labour market found that the international experience of many of these
individuals was not valued in the indigenous labour market. This led them to
conclude that the adjustment to work following repatriation presents even
greater problems for this group than it does for their traditional counterparts and
furthermore to suggest that on appointment they will therefore need training to
be integrated into the domestic corporate culture before they can add value to
the organisations cross-cultural activities.
The importance of mentoring and peer support for self-initiated expatriates has
already been alluded to above. Bozionelos (2009) study of self-initiated
expatriate Saudi nurses found a positive relationship between mentoring and job
satisfaction leading him to acknowledge the importance of mentoring as a
resource for self-initiated expatriates in general and particularly for those who
are based in countries that are culturally distanced from their own and where
peer support may not be forthcoming. The results of the study also led the
author to suggest that mentoring and supportive relationships with peers
appeared to be far more beneficial to self-initiated expatriates than cross-cultural
training although he acknowledged that further research was needed before firm
conclusions could be drawn.
There is limited research that looks specifically at the development of female
SIEs. In one of the few studies to date to focus on the learning of SIE women,
Stalker and Mavin (2011) in their research into the development experiences of
12 SIE expatriate women in the United Arab Emirates, found that formal
organisational support for learning and development was lacking.
Faced with
to
methods of
learning in the context of SIE women. The authors found that in the absence of
organisational support female SIEs in the UAE, embarked on their own
20
conventional expatriates in a number of ways and this has implications for how
career management is practiced within organisations (Banai and Harry,2006;
Biemann and Andresen, 2010). Begley et al (2008) suggest that one of the key
distinguishing features of a self-initiated assignment is that it is driven by an
individuals motivation to explore and learn rather than as a response to an
employer initiative. They are seen as free agents crossing organisational and
national borders without difficulty (Tharenou, 2009; Tharenou and Caulfield,
2010) and consequently that has implications for how careers are perceived.
Inkson et al (1997) argue that unlike conventional expatriates SIEs these
individuals plan and manage their own careers and are loyal to their own
professional development and career progression. They select their jobs for the
potential to provide more knowledge and judge their success not by salary level
but by learning related milestones (Banai and Harry, 2006: 171). Consequently,
the focus of their development is on the job training rather than formal training
programmes. Furthermore, not only do they feel an urge to move and migrate to
another country earlier in their career but their career orientation is sustained
longer at a higher age than their multinational expatriate counterparts (Biemann
and Andresen, 2010). At the same time, SIEs face organisational and institutional
barriers to their career development (Richardson, 2009, Ariss, 2010).
SUMMARY
What is clear from the review above is general agreement that further research
is required into the less traditional forms of expatriation. The diverse nature of
female expatriation, particularly given that they are prevalent in a globalized
workforce is attracting further interest in research, but there are concerns over
how successful are their expatriate experiences. The importance of managing
the learning and development of employees is acknowledged for leveraging both
individual and organisational performance generally, although the ad-hoc nature
of such provision suggests a need for further research to investigate how HRD
21
expatriate
routes
i.e.
self-initiated
as
well
as
the
traditional
Identify what are the diverse development needs & experiences of female
expatriates
ii.
Understand what are the tensions & issues facing female expatriates
particularly those following non-traditional routes (e.g. the SIE route) in
terms of their learning and development (L&D) needs.
22
iii.
iv.
3. 2 Methodology
3.2.1 Rationale for Approach
We employ a qualitative approach to investigate the social worlds of female
expatriates. In this, we reveal the negotiation of identity, the different voices
and understandings emerging from being confronted with unfamiliar situations
that not only challenge their extant theories-in-use (Argyris and Schon, 1978),
but reveal how the female expatriates learn to participate within these novel
contexts (Gherardi and Nicolini, 2002). Employing this approach enables us to
engage with how the women themselves construct their own performance within
international contexts. In tracing through the lived experience of the female
expatriates, we link with Elkjaers (2004) suggestion of a pragmatic view of
learning. In this, learning is understood as arising from the reflection that occurs
when habitual practices appear not to work these act as triggers for reflection.
Learning involves participants addressing this uncertainty by coming to
understand the situation, with its challenges and possible solutions.
She
shape these social worlds and the implications for establishing roles and
identities: at individual, group and organizational level.
here
shows
how
research
can
look
23
beyond
static
Pragmatic theorizing
representations
of
24
It was
practical for dealing with such a geographically spread set of respondents in the
research project covering the globe. Furthermore, Watson (2004) suggests that
the saving of costs in terms of travel, time, transcriptions and expenses adds to
the advantages of using this particular type of method. The location of the
females adds to the difficulty in conducting interviews in a convenient and cost
effective manner and MSN provides a practical solution to these problems.
In a research project conducted by Davis, Bolding, Hart , Sherr and Elford (2004)
the use of instant messaging using MSN was applied and was found to be
particular useful in addressing sensitive issues as opposed to conducting
interviews face to face. This is particular useful when applying this to the females
when discussing certain issues might not be so easy through face to face.
However instant messaging makes it more difficult to develop effective rapport
and trust which could have an impact on the quality of data obtained.
Consequently, respondents were informed about the issues that the study was
seeking to address beforehand, to allay any concerns.
Aspects of the cycle were included in the research framework to scope the
experiences of both TFEs and SIE to help investigate their experiences in depth
(Brewster, Sparrow and Vernon, 2007). At the same time, the study aimed to be
particularly sensitive to the Learning and Development needs of female
expatriates from different routes. The open-end nature of the research questions
was deliberately designed to ensure that the analysis (as much as possible) was
not delimited by researcher assumptions. Our preliminary investigations engage
with the diverse journeys made by the women: with interviewees having
experiences of the different stages of the the global assignment cycle
(Brewster et al, 2007).
25
no final answer for the right sample size. However, Kuzel (1999) suggest that in
order to achieve a level of depth rather than breadth i.e. regarding the personal
experiences of female expatriates a sample between four and fifteen is a
satisfactory number to allow sufficient data.
The sample in this study consisted of a variety of women who have been or are
working as expatriates, from different sectors, positions and occupations. Each
generation group is included in the sample. In total, thirty interviewees were
interviewed for this exploratory study. A full break down of the participants that
have taken part is included in Appendix 2. The sample was gathered through
networks and snowballing (Fitzgerald, C. & Howe-Walsh, 2008). Each woman was
asked if she was aware of any other individuals who might be interested in taking
part in the research to help identify any other female expatriates that would like
to take part in the interview. Lee (1993) suggests that by asking members of the
sample for further contacts it will allow a network to be identified. This will help
source female expatriates who would be interested in taking part. Furthermore,
Fitzgerald, C. & Howe-Walsh, L. (2008) highlights personal contacts to be helpful
in finding potential female expatriates therefore these were contacted in helping
source female expatriates.
Moving from
26
and
SIEs
(Peltokorpi
and
Froese,
20090
noting
differences
with
27
There was no evidence that those who took the TFE route felt
under pressure to do so, contrary to the findings of earlier research (Stahl, Miller
and Ting, 2002).
difficult for her to obtain permission to go abroad, as although the company was
a MNC it tended to recruit from local workforces partly because it is a
franchised organization.
4.1.2 A Multiplicity of Drivers for Working Overseas
Respondents gave various reasons for working overseas and in addition to
personal reasons such as following a spouse, or to be closer to family and friends
or limited opportunities in the home country and there was evidence that the
move was development driven to some degree. Some women left their home
country for professional reasons to improve career prospects and enhance their
employability which is consistent with Jokinen et al, (2008) findings. For example
experience with a global company, exposure to different countries tax practises
and accounting standards (Expatriate 5 (SIE)), an international assignment
looks good on a CV (Expatriate 1 (TFE)).
the
need
for
international
assignment(Expatriate 1 (TFE)).
28
experience
through
the
expat
individuals might initiate and implement their career strategy for getting
international experience. Secondly, the findings demonstrate clear generational
differences. The age range of the SIE route suggested that there was a
preponderance of women seeking to go abroad in their early 20s particularly
for studying abroad.
(SIE)) who are currently abroad in their 30s or 40s. The latter support the idea of
older women moving abroad as free agents (Myers and Pringle, 2005). Finally it
is noticeable how the respondents seem to suggest a very ad hoc approach. For
instance, Expatriate 19 (SIE) commented that she did not actually plan to go
abroad and no plans as to how long to stay out of China as her decision to come
to the UK and other career decisions were made 70% on impulse. Conversely,
Expatriate 25 (SIE) stated that she came to the UK to study as she couldn't get
into uni in Finland, UK was the easy option! It is important to bear in mind that,
as Xian and Woodhams (2008) point out, it is not uncommon for women
(particularly Chinese) to underplay their decision making.
4.2
29
Given the emphasis in this study upon Learning and Development, how the
expatriates drew upon any relevant experiences was investigated.
4.2.1 Years of International Working
Some of the women have previously worked internationally. Whilst expatriates 9
and 23 had only three years of international experience, other women, perhaps
not surprisingly, the older women had more international experience.
For
instance, the two oldest women (Expatriates 2 and 7) had over 25 years of
international experience each respectively as a SIE and TFE.
However, the
diversity of our sample highlighted how the age of first overseas position varies
greatly, meaning that younger women also had extensive foreign experience.
Some of the respondents had little or no experience of working in their home
country before moving abroad: for example, Expatriate 19 (SIE) only had
experience of vacation jobs. Others had more full time working experience in
their past, although not necessarily in the same sector that they now found
themselves in their host country.
Respondents not only mentioned whether they had worked abroad, but also
whether they had experience of going abroad for an extended period of time (i.e.
beyond a two week vacation) and the impact these experiences had on them
and how it influenced them in their future overseas experiences. Indeed, the
interest in travelling as argued earlier formed a motivation for taking an
expatriate route, consistent with Vances (2005) model.
We also asked the respondents for their experiences of their first working
position abroad.
Expatriate 23 (TFE)), so had not been through the whole expatriate cycle
personally. They consequently, did not have the advantage of those who had
worked abroad before to draw upon first hand experiential learning.
However, we note that being a first time assignee does not necessarily infer
lacking work experience abroad. For instance, Expatriate 28 (TFE), although she
had travelled for work abroad to the Far East numerous times for her that was
not working abroad to me that meant more like a prolonged stint out of the
country working, and so to that question, this is the first time (Expatriate 28
(TFE)).
30
For instance,
Expatriate 17 (SIE) had worked for 10 years in retail in her home country (UK)
and was able to move into a similar retail management position in her host
country (Australia). Conversely, others found that their previous experiences did
not seemingly help to obtain a particular position, but instead informed their
attitudes towards adapting to the work place:
I think it wasnt that hard to me, because my two degrees totally irrelevant you
can see, especially things I do here, and things I do backwards, I had tonnes of
job experience back in China working in the hotel, in the consultant industry, so I
wouldnt think thats very hard to I get used to things quite quickly so it never
bothers me, change environment, that kind of thing. I actually quite fancy a
change, every couple of years. Ha ha! (Expatriate 20 (SIE))
Testimonies from other expatriates suggested that moving abroad, despite
ostensibly remaining within the same company, can result in having to meet new
challenges, not necessarily covered by previous experiences.
For instance,
Expatriate 28 (TFE) was working in the UK, but for the Olympic connection in a
different role from her experiences in the US.
Expatriate Cycle
This section looks at the expatriate cycle and explores the womens experiences
at each stage of the cycle in detail from selection and pre -departure to
repatriation. It starts with a discussion of the length of the cycle and womens
experiences within it.
4.3.1 Projected Assignment Length
The expatriate cycle often has no specific time-limit for SIE (Howe-Walsh &
Schyns, 2010). Some of the women had experiences of the different stages of
the the global assignment cycle (Vernon et al., 2007) for example I am
traditional expatriate referring as being sent from the home country to the host
country via a pre-arranged agreement from an organisation. I did encounter the
stages of the traditional expatriate cycle; however I did not receive a formal
performance
appraisal,
pre-departure
training
and
repatriation
program
(Expatriate 1 (TFE)). Whilst other females who consider themselves being selfinitiated had experiences of the cycle as well for example in my opinion I did
31
This
Other
respondents, particularly those SIEs who had moved to a new country for the
first time in their lives, many did have more than one position: often the early
positions being part time, low grade jobs (such as the Chinese expatriates
serving time in a restaurant).
For instance,
Expatriate 11 (TFE) had been sent on a number of assignments from her current
and previous employers.
This demonstrates the complex nature of female expatriate careers.
4.3.2 Selection Process
There are suggestions that a common problem with the selection process is that
a decision is made on technical rather than cultural considerations (Harris &
Brewster, 1999).
The study itself noted how selection varies from the formal
process.
Formal Selection: Some of the women were selected for their post once they
arrived in the host country via different agencies and going through a formal
selection process based on CVs, portfolios etc. for example, I spoke to number
32
33
partners/spouses decided to work on the project their partners had been working
on for example My fianc company contracts, the positions under his industry
fall into the job shortage category. Therefore I was able to work with my fianc
(Expatriate 3 (SIE)).
According to Harris
34
findings of Harris and Brewster (1999) that pre-departure training falls short of
good practice in many cases.
It is suggested that SIEs have little or no knowledge of the local culture (HoweWalsh & Schyns, 2010) and this view was confirmed in the responses of a
number of the SIE respondents when they went abroad to work: such as the
perceptions that the Chinese expatriates had of the UK.
However, it was
pertinent for this study to note how the more experienced SIE expatriates
targeted the appropriate sources for cognitive, behavioural & motivational
knowledge cross cultural training (Waxin and Panaccio, 2005).
Self pre-departure training: This varied considerably. Some of the women
provided themselves with pre-departure training although this did not consist
necessarily of cultural preparation, especially where some women had visited the
host country previously and could speak the national language which was not so
different from their mother tongue.
been a better idea to conduct some research which would have helped reduce
the culture shock that had been experienced for example it would have been so
much better if I had carried out some research regarding living in the U.K more
so as she had experienced a lot of culture shock. I remember November was
really dark and depressing (Expatriate 2 (SIE))
Some of the women did not conduct any pre-departure training for example I
did not prepare myself for the U.K as I felt it would be relatively the same being
from an English speaking country (Expatriate 6 (SIE)). Having said this, others
carried out some ad hoc preparation, accompanied by drawing upon lessons
learned by previous exposure to the host country environment, particularly those
moving to the UK from English speaking countries, such as Ireland:
Id been in the UK for a couple of weeks whilst travelling in the past so knew
that the English culture was extremely similar to my own! (We all drink stupid
amounts of tea) That and the lack of language barrier were very reassuring. I did
do online research on the local towns - basic Wikipedia stuff really - and also
things like opening bank accounts, medical care for foreigners etc (Expatriate
10 (SIE)).
Organizational cross-cultural preparation:
Experience of organisational
training to support the assignment was mixed. Some of the women had been
provided with some form of pre-departure training that consisted of cultural
training prior leaving for the assignment for example I received a briefing on
35
culture and language training prior to leaving the organisation in the U.K asked
and visited the plant and the neighbourhood in which we would be living in
(Expatriate 4 (SIE/TFE)). The recipients noted the significant benefits of crosscultural training incorporating language and local knowledge of living and
working practices:
I did a week of intensive Japanese before I went, which enabled me to at least
direct a taxi, even if I couldnt tell where they were taking me, and some of that
covered the culture, but actually my language tutors did a lot of culture stuff
with me. Both of them they had both lived one in Australia and one in
Canada, and so they could having both lived in significantly different cultures,
they can see the things and I felt quite comfortable asking them well what is
this, why is everyone sitting here till 7 oclock at night, or 8 oclock at night,
whatever, and that was a useful actually non-threatening third party type
(Expatriate 11 (TFE)).
Conversely, other women did not have any pre-departure training from the
organisation. For example the organisation did not see it relevant to provide
any training due to the number of weeks the assignment was for (Expatriate 7
(TFE)) and I did not receive any formal cultural training prior to leaving the
home country even though there was a substantial time that was left between
me actually leaving. It would have been so much better if they had provided this
as it did have an impact on training schedules when the local were
commemorating religious birthdays (Expatriate 1 (TFE)).
Those following the SIE route had to rely upon their own initiative in order to
obtain some training.
drawn upon instead. Indeed, the role of other bodies in providing information
from others experiences was highlighted:
I went to the events organised by the British council. twice I went [to hear] the
experiences shared by ex-UK Masters students it was quite useful... it set out
the expectations I think, what would I expect when I arrive, what would I need to
do, etc (Expatriate 12 (SIE)).
4.3.4 Expatriate Adjustment
Adjustment to Organisational
Culture:
The
interviews
revealed
the
36
37
have just said we dont care, they dont want Managers. He is a Desk Manager;
he should be able to tell the end to end impact. He should he must know the
big picture, just not managing the resource management and time management,
which is usually all people [managers] from India do.
because they dont think thats their job. They just take the person who knows
the technical stuff with them everywhere (Expatriate 23 (TFE)).
The problems of fitting into a different working culture were not always related
purely to unpleasantness with their male colleagues. The attitudes of a female
boss, whose more forthright, aggressive style contrasted with her own:
I think there was the Manager of the Group, or the boss of that Group where I
worked, was a woman, actually my age, but very driven, very successful one,
and I think she didnt see me fit or I dont know why, I mean we did not have
any problems or any like work-related issues, maybe because Im not really I
tend to be quiet and Im not too like interact with people too much, maybe it was
that and I think it was some other people from that Group who told her or
suggested you know to consider me for full time (Expatriate 21 (SIE)).
This links with the concerns of Napier and Taylor (2002) that female expatriates
can struggle to adjust to the local women, as well as male colleagues.
There was an acknowledgement that one of the problems for adjustment
appeared to come from the lack of preparedness by the organisation. Expatriate
28 (TFE), although working for a large, well-established MNC, noted how few
expatriates, particularly female, were in the UK branch.
branch being a relatively large and important one for the European Region:
I dont think they've had any, besides there's only one other American in the
building, and she didn't come here for [current employer], she came here for
Burger King four or five years ago, and then has stayed on you know started to
work for us two or three years agoBut there isn't anyone else. Now we right
now have, I think, two people, two or three from here, that are working in the
States, so there's more folks that'll go that direction because that's our corporate
office, so a lot of opportunity there, a lot more people are hired, many times it's
to gain that knowledge to bring back here, as opposed to this other way around
where I was presumably bringing something of value from my previous jobs to
here (Expatriate 28 (TFE))
38
39
British students, most people were either from Taiwan or from other countries.
Expatriate 24 (SIE)
Respondents highlighted the importance of support from social network to make
the adjustment. For instance, a British Care Assistant found some unexpected
issues in adjusting to Dutch life.
I felt I had adjusted very well to the environment more so thanks to my friends t
hat were already in Amsterdam. Looking back i did feel some frustration as the c
ompany hadnt really told us about the culture and what to expect when arriving
in Amsterdam. This was not a big deal as I had friends who were living there and
were able to show me the ropes and brief me in terms of what to expect from th
e Dutch foke[sic].More so as i wasnot aware that Dutch are pretty reserved, I re
member going to friends dinner who was Dutch and found that people were very
reserved about talking about their personal lives. This I did find hard especially a
s I was used to talking about my life quite open. (Expatriate 7 (TFE).
Similarly, expatriate 13 felt that the UK should not be that much different from
Germany, but she found that the British had a them and us attitude towards
foreigners. Consequently, the adjustment experience varied between
individuals. This was a product of the expectations of the expatriate herself of
the host country, as well as of the industry. Expatriate 3 was an experienced
Copywriter from New Zealand who spent time in Hong Kong. The working
conditions in the latter were not a great shock to her, because of her industry
experience in advertising you work long hours anyhow, so I was used to working
12 hour days norm. The creatives in HK were amazed that my partner and I
turned up to work at 7.30am like usual (when the cleaners were there!), but then
again, we left at 8 or 9 pm, whereas they worked till past midnight! (Expatriate
3 (SIE)).
Organizational support for adjustment: Some women had support from the
organisation to help with the adjustment for example the organisation provided
us with a colleague who had been previously working on an assignment in the
host country. He played an important part in her adjustment in socialising with
locals and into the work environment itself (Expatriate 1(TFE)).
In contrast,
40
In respect of induction, the SIE experience was generally that there was no
difference between the provision for them as overseas women and that given to
the local employees. There were differences of opinion in respect to the quality
of this induction.
Positive responses included a Taiwanese academic who had just started her first
year as a lecturer in UK University we had staff induction which lasted for a
week...it was very very good, we got to meet other new staff who started at the
same time...the staff induction was university wide, not based on the
department (Expatriate 22 (SIE)). Conversely, another expatriate working in
another department of the same institution had a very different experience It's
just like a day thing. I think it was probably a day of talks and then one afternoon
we did like a little tour of Liverpool. That was about itAnd I think it took place a
few months after I'd started. I think it's like once a year it happens. Some people
had it at the end of the first year (Expatriate 27 (SIE)). These differing
perceptions of the support given by the same organisation are interesting: they
could be explained by a number of factors differing perceptions on the part of
the expatriates, or the fact that Expatriate 27 (SIE) joined the organization a few
years before Expatriate 22 (SIE).
One issue that emerged from the experiences of the respondents was
homesickness: both its prominence as well as how they coped with this aspect.
The lack of communication channels for some was important.
For instance,
Expatriate 21 (SIE) noted that her years in the States were harder because there
was no internet connection or Skype available for her to use in the early 2000s,
whilst upon coming to the UK from Taiwan in the 1980s Expatriate 14 said she
knew little of the UK and she regretted it for first six months. I was crying every
night.
A common theme was that, despite their homesickness, the women did not
regret leaving their home countries.
You always have your down moments when work gets stressful and the
homesickness hits but I've never once regretted my decision to come. I'm very
much a people and adventure person (the career bit is an added bonus!) and I'm
fortunate to have had luck on all three fronts, (Expatriate 9 (SIE)).
That women reported this as an issue is consistent with Linehans (2000)
assertion that women benefit from networks because they miss their family and
41
friends. The experience of being away from home impacted for different reasons
for different women.
Homesickness was not always simply a product of being away from home it
was also connected with other life changes, such as Expatriate 27s realisation
that she was no longer able to perceive of herself as a student.
Whilst
homesickness was identified as a period gone through at the start of their time
abroad, it could reappear later on or periodically.
Gender
and
Age
Adjustment
Issues
for
Female
Expatriates:
The
42
they must fly backThey dont have no discrimination against you. Theyll
always actually theyll give more preference for ladies (Expatriate 28 (TFE)).
This seems to provide a slightly different picture from the extant literature (e.g.
Tharenou, 2008), which suggests that that professional females from poorer
countries are pulled abroad to escape disadvantage gender bias and lack of
opportunity:
Not female, male only. Female they dont the thing is, they dont feel they
stop the family. I dont know what that kind of feeling is, but they dont feel good
for them to stay single, without her parents, they dont want them to be alone,
and Im not married yet, so thats the other botheration, and they speak
differently because the parents are using me to earn money so it wont be
they wont think it the way they should. Its all cultural thing because women are
not allowed to go to work. They get married at the age of 23, just after their
studies, they dont even now it has changed because of IT boom. But they are
still the same in my area (Expatriate 23 (TFE))
When the issue of whether the expatriates were treated differently because of
their gender or culture, the responses varied.
43
On the other hand, others saw a mixed picture. Expatriate 3 (SIE) felt she was
not getting the opportunities to take on the better projects in her earlier
positions have learnt my lesson there!!!! in some agencies yes. In others,
no...at my current agency, no... I think my previous agency also had too many
people and not enough work too...a lot of very senior teams fighting over the
good briefs and not enough good stuff to go around!!!(Expatriate 3 (SIE)).
Expatriate 20 (SIE) referred to her development opportunities available in her
position with a UK engineering firm, but that other issues that made her leave
overshadowed these:
Yes, pretty much. I mean professional skills-wise, company always provide
these opportunities, but there was another reason why I left the {Engineering
Firm} because all of a sudden before half a year I was about to leave, they
changed their Director, and he is kind of I dont know, towards women or
something, become a big bully, and nobody likes him. The office was size of 10,
they reduced it to three of us, and I thought its not much point for me to stay at
all ................I dont know if it is because of the recession of not. Skill-wise I get
trained like anybody else and I do my job, but the promotion just happens really
slow because they keep on using this excuse saying because of the recession
and you know we cant afford to give you any pay rise or cant afford to do
anything, but my Line Manager helped me to push. I did get my pay rise but its
just the title never changed....Q: Yes, So But Is That The Same For Everybody
You Know?....No, because Ive got a fellow colleague who entered the company
the same time as me, hes now already the Senior and now my position is still
Assistant (Expatriate 20: (SIE))
4.3.5 Arrangements & Benefits
Relocation: The experience of having relocated on numerous occasions seemed
to be a benefit for the respondents.
I had tonnes of job experience back in China working in the hotel, in the
consultant industry, so I wouldnt think thats very hard to I get used to things
quite quickly so it never bothers me, change environment, that kind of thing. I
actually quite fancy a change, every couple of years. Ha ha! (Expatriate 20
(SIE))
Family considerations in general: The implications of having a family were
not high for the majority of our respondents, because many of them were single
without children.
44
with
managing
family
requirements
whilst
on
an
international
after child, house hunting etc.). Nevertheless the change in role was perceived
to be a challenge. An expatriate career is a learning experience for the spouse
as well.
4.3.6 Social support
Social support provided by organisations: Some women had social support
provided by the organisation for example organized culture, language training
helped me feel more comfortable working in the U.K (Expatriate 4 (SIE/TFE)).
Some women felt let down by the organisation in not providing assistance in
helping to socialise with individuals in the host country for example the
organisation did not provide any support: I felt it should have been offered by
the organisation some sort of briefing to help with socializing with locals terms of
language, society norms and values (Expatriate 7 (TFE)). The women that had
been provided social support by the organisation in particular felt they were
satisfied with what they had received whilst others would have liked more
support.
Non work support: Some of the women were did receive social support
provided by their mentors for example a colleague that who had already been
to the country who told me what to expect. He provided physical and emotional
support helping introduce to the local people who then provided support from
transport and creating awareness of festivals and public protests that were
taking place (Expatriate 1(TFE)). Whilst other women found support through
45
other groups for example through colleagues and women that I met at the baby
group classes I began to socialise with other individuals (Expatriate 2 (SIE)).
Some women found support to adjust socially in the host environment through
work colleagues and informal networks they became aware of for example
colleagues that had accompanied me on the project had worked in the U.K
previously and had creating contacts and by talking and socialising with them I
felt I began to adjust to the U.K smoothly (Expatriate 4 (SIE/TFE)). Some women
had expatriates already in the host country for example friends already out
there helped me in adjusting especially non work going out, socialising and
meeting local people (Expatriate 7 (TFE)).
4.3.7 Mentoring
The importance of and relative shortage of mentors and role models referred to
elsewhere (Scullion and Linehan, 2001; Harris, 1995) to assist performance and
adjustment was reinforced in this study. The females did indicate how useful
mentors were in helping to adjust to the host country and in some cases assist in
providing support for their career.
Some TFE women (e.g. Expatriate 1(TFE)) wanted the organisation to provide
mentors to help them adjust to the host environment and would have liked
mentors to help them through assignments. Other women found mentors/role
models
within
different
individuals,
who
were
not
working
within
the
46
to Japan. However, later on the female mentor appointed for her had was based
in the Home Country (US) and did not like to travel abroad (e.g. would take own
food, only eat in Fast Food restaurants etc.).
47
For example I have had formal performance appraisal during the time I have
been employed in the U.K. They were conducted by the head of department, the
executive creative director. I would have liked them a little more often and
wanted to move away from the account mainly I worked on. However I did not
get a chance to discuss this through the performance appraisal more so as my
manager and I did not meet as often as I hoped we would have (Expatriate 3
(SIE)). "You've passed your probation period - keep up the good work" thing and
at 9 months had a formal review with my line manager (Expatriate 9 (SIE)).
Whilst other women found they had positive experiences of performance
appraisals for example I did have formal performance appraisals they were
mostly just a big group hug and thanks for being a good employee. They were
conducted by the director so they would be the best person to do the appraisal. I
have never had a bad experience during an appraisal (Expatriate 6 (SIE)).
Some women felt that specifically due to the nature of their assignment being a
contract basis did not experience performance appraisals. However traditional
expatriates felt they had been let down by the organisation who did not provide
any opportunities for them to review their performance for example I did not
have any formal performance appraisal during the two years I had been posted
abroad for. There was a lack of communication, with the home country whilst I
was working, I felt really let down by the organisation once I was in the host
country I was left on my own which is what I had not agreed to everything
seemed right before I left (Expatriate 1(TFE)).
However, some women found due to the host countries culture performance
appraisals were not the norm. Some women found managers in these situations
open to new ideas and introduced performance appraisals into the workplace for
example I had performance appraisal on a once occurrence culturally
performance appraisal were not big where I worked. However my supervisor was
very open to 'western' ideas and therefore when a colleague introduced the idea
of performance appraisals they were very open to it and tried it (Expatriate 10
(SIE)).
Conversely,
due
to
cultural
and
sectoral
factors,
performance
management was carried out regularly such as those working in the UK Higher
Education sector (e.g. Expatriates 19 & 22).
Experience of Reward Management:
48
Cultural factors in reward management: Expatriate 21 (SIE) noted from her time
working as an engineer in the US that Government legislation appeared to her to
shape both reward and performance management strategies:
You know what; my Group actually consisted of quite a few foreigners, and in the
engineering field, even here, employs a lot of foreigners. There was some
Government rule there that to help ensure that they would not hire a foreigner
to pay them less than they would Americans, so that Americans did not stay
without jobs, so I dont think that my salary or my annual review was
significantly affected, perhaps there was some differences, but I couldnt tell. I
couldnt really come with evidence. They know thats one thing they know
that you I had a work permit and that work permit tied me to that particular
job, changing jobs was a major hassle, so basically they knew that I was fairly
flexible in terms of like switching jobs, something that, at that time, Americans
did on I dont want to say a monthly basis, but they would stay in one job two
months or three months and then they would move, just because they got a
bigger salary, so in the U.S., at that time, it was a known fact that if you wanted
to increase your pay slip significantly, you would have to change the job
Similar concerns were raised in other countries. In the UK, whilst working parttime for an SME, Expatriate 18 (SIE) was only paid on an hourly basis (10 per
hour), which she considered to be very unfair because she had won a large
contract with a power station in China. There were no financial bonuses at all.
Indeed, there were no performance-related bonuses at all. The only bonuses
were two bottles of wine each at Christmas, which were not linked to past
performance at all. She left soon after to pursue a full time PhD, and was
replaced in the SME by a full time employee.
Gender-related factors in respondent experiences. Expatriate 25 (SIE) was
asked about her experience of performance management in her current
employer (a university) It's been same from the beginning. However, haven't
been successful in promotions, and I feel strongly it's partially because of my
part-time contract. Having had kids, time off work, working part-time definitely
goes against promotions (although of course, it shouldn't..).
Similarly,
Expatriate 20 (SIE) did not know if there was a difference because she was a
foreign female, but suspected that there was a difference I think, from the job
49
Im doing at the moment, I suspect there is a difference. Its just really Ive got no
proof to push.
The gender factor had an unexpectedly consequence for Expatriate 11 (TFE).
I didnt, was the very long and short of it. I didnt even ask the right questions
about how well I did ask what housing was covered and what was subsidised. I
didnt push for anything; in fact my boss must have thought bloody hell shes
supposed to be in reward, why isnt she asking. I think I was just so excited by
the prospect to be honest. What became very apparent early on and which Ive
subsequently found is an issue is, and this is perhaps more to do with the either
the modern incidence of a woman being the lead mover where the spouse has
worked or dual careers, is the uplift that we got to move to Tokyo, the (41:31)
didnt cover my husbands salary by any stretch of the imagination because at
the time we went out we were broadly doing the same salary, and what
happened was that we were very lucky, we rented our house out, so the
mortgage was covered I think thats a harder discussion for a female
expatriate to have because its not the norm. I think the men Ive seen
negotiating for expatriate packages have always been more direct and specific
about their requirements than the women. If I think of the one weve got here
now, shes she just took what we said we were giving her, and was quite
happy about it.
It is interesting to note how, despite having a background in reward, this TFE
realised how nave she had bee in her negotiation. This is a significant learning
issue something that TFE expatriates and their employers need to consider.
4.3.9 Repatriation
Self supported repatriation: Many of the women had not received any
support from the organisation during this process and had to manage the whole
process on their own. The difficulties this presented are clear in the narratives of
these two individuals:
I did not experience any formal repatriation program and did not have any
support from the organisation during this process. I felt very disappointed and
stressed, during the time I spent abroad I had no communication with the home
country and knew once I arrived back I would have to start looking for work on
50
51
Transfer of learning barriers: Whilst there were those who felt that they could
transfer previous learning from before becoming an expatriate, others found it
problematical. This was partly because they had studied courses that were not
related to their jobs:
I think it wasnt that hard to me, because my two degrees were
irrelevant you can see, especially
to things
totally
backwards, I had tons of job experience back in China working in the hotel, in the
consultant industry, so I wouldnt think thats very hard to I get used to things
quite quickly so it never bothers me, change environment, that kind of thing. I
actually quite fancy a change, every couple of years. Ha ha! (Expatriate 20
(SIE)).
Being able to put into practice any development experiences was highlighted as
being difficult. Expatriate 13 (SIE) was sent on a four day leadership training
course, from which she found it difficult to transfer the lessons learned as the
day to day job was so busy it was difficult to get time to practice. In addition, as
she was not in a leadership position, it meant that not always opportunities to
practice. However, some skills were put to use (such as active listening skills
being immediately useful for dealing with other staff).
Looking forward, concerns were raised over the transfer of learning in future
contexts. For example, Expatriate 22 (SIE) noted that although she now had
gained experience of academic teaching, it was all gained in the UK, along with
her postgraduate studies. Taiwan is the country I am familiar with, but in terms
of working as academic, I have no idea what it is like....it will probably be
challenge for me once I go back to work in Taiwan.
Transfer of learning enabling factors: For some respondents, they were able
to transfer their learning from previous experiences into their expatriate careers.
For instance, Expatriate 19 (SIE) found that her student background in
hospitality, and her experiences in that sector, enabled her to deal confidently
when booking with hotels etc. For expatriate 20, it was familiarity with previous
systems that she found helpful for her:
Uhh with the finance side. Yeah. Because I remember the agency the
company I work, every agency I work before, which they use the same computer
system. I think its called ABS or something, yeah, that is the same the
mechanism so its not too bad to pick it up. My main duty is run the
department, make sure we invoice how much money per month. I need to reach
52
the target. Make sure the payments are paid to the suppliers and make sure all
the accounts management charging their clients correct amount of money
(Expatriate 20 (SIE)).
For others, the experience of having a similar position beforehand benefited their
performance. For example, Expatriate 26 (TFE/SIE) had worked as a HR manager
in a large entertainments corporation then moving to a similar position in a
smaller charity. Although, also she felt that taking time out travelling helped her
as well:
Because I'd already made the break, it wasn't as daunting, there wasn't as
much preparation for my personal life to do. I wasn't sure at that point in time
that I wanted to continue doing HR, I wasn't completely convinced. I certainly
wasn't at the point I am now, hadn't thought about doing a Masters, so I think
that's quite interesting because I think it can show how you can change a lot,
even in your 30's, about what you might want to do in the future, or what may
have not come to you yet in terms of thinking what you want to do later on, so I
wasn't absolutely I wasn't 100% convinced I wanted to stay in HR. I mean my
dream is to go and buy a chalet and live in a ski resort, but that's not going to
happen yet, so umm Working on different clients helps you learn about
different sectors and the best way to advertise them, but in general, you just
gain a better idea on how to advertise to certain targetsIn saying that, my
general skills mean I would be happy to go into a job advertising something I've
previously had no experience creating concepts for as a good creative you have
to get into your target's shoes...hence the theory that girls can write car and
beer ads and men should be able to do tampon ads!!!(Expatriate 3 (SIE)).
Whilst Expatriate 21 (SIE) did feel she was using some of her knowledge and
skills there was also a feeling of underutilisation:
Im not sure I use or transfer this knowledge consciously. My experience in the
U.S. was like so dense that here I feel like Im almost, even though Im working, I
feel like Im almost on a vacation, so Im not using all the potential or Im not
challenging enough. Im not saying that I miss that stress from there, but
definitely its more relaxed so I can spend more time on details, and I think
thats important because in the U.S. you reach one point where you get so
stressed that the quality of your work drops, so here, I feel things should be
more you know done more quicker, more efficient. Also, over here, things are
53
much more regulated so you dont have so much freedom in your work. In the
U.S. its like you have a problem, solve it, I dont care how you get to the
solution, where here, even more constrained, so there are pros and cons
everywhere, but what I feel like from my life abroad, just in changing
environments, you learn so much quicker about so many different things. I mean
you are forced to, to adjust, and to meet new people, to establish new
connections or make home in a new environment. I mean it seems to be its
happening to a lot of people. Everyone is moving around the planet, things that
were not common, that common, like even 15/20 years ago now(Expatriate 21
(SIE)).
4.4.2 Exploring the Learning Process
Formal learning: The provision of formal learning by organisations for the
female expatriates was variable.
Expatriate 14 (SIE).
Taiwanese expatriate for a home country organisation, she then moved onto a
major oil MNC, where she commented that: They send you for courses, they
send you for training, and send you to go to different places, and its absolutely
wonderful opportunity, thats if you want to learn (Expatriate 14 (SIE)).
However, her later experience at a UK firm was that little provision was given I
think I was too busy to implement a new system, new way, to making changes
and also when I started the job, it was massive, it merged three departments
into one, my department, so was a lot of things needed sorting out. The staff
needed sorting out. The system needed sorting out. A lot of, lot of things. No, I
didnt get any training (Expatriate 14 (SIE)).
The lack of formal learning provision was partly reflected in the length of contract
as well as the sector. For example, Expatriate 19 (SIE) on coming to the UK from
China had a succession of jobs in the hospitality industry, local Chinese
restaurants as well as UK Hotel Chains:
I think the only organisation where I did have a little bit of training in the official
sense, as in you were called in, sit in a room, and being told about this
companys history and culture and what youre expected to do, was [UK based
Supermarket] (Expatriate 19 (SIE)).
I dont get really any support. I think partly because they want me to explore
what other opportunities are there in the Far East, and they do not speak the
54
language, and Im the only person who can speak the language, so with the job
role of exploring, you know, what has opportunities there, I didnt get much
support with regards how to search for information and things (Expatriate 18
(SIE))
The lack of provision for training was not limited to those who took a SIE route.
For instance, Expatriate 23 (TFE) was assigned from India to the UK she noted
that the pressures of dealing with clients immediately after arrival meant little
opportunities for formal development:
No, the thing is, they dont have enough time they dont usually have enough
time for training. The client will be expecting us to start the work on day one,
and they are assuming that we are trained well enough before and we have
hands-on experience but most of them wouldnt (Expatriate 23 (TFE)).
This was common,
she
felt across
both male
and female
colleagues.
55
lecturing for a local University wherein she was given the opportunity to receive
training in such matters as handling the classroom, marking, all delivered inhouse by the University. Similarly, Expatriate 15 (SIE) was given funding to take
specialist courses to support her development as a library information officer:
They encourage us, apart from the formal courses, like the STD, UD, staff
development scheme is paying something formal visit to other University,
because Im doing quite a specialist unit here is a self access area for the
language centre so its not quite a general thing or a library situation, and Ive
got a chance to visit different University language centre, resource centres, both
here, local, and overseas cause last time, four years ago, I went back to Hong
Kong. I said ooh can I take the opportunity to visit say a few Hong Kong
Universities there, and then they say yes, and then I got some extra money and
the time as well, so its then my holiday, but but it was a very good way to
enrich the sort of experience, to share, basically sharing experience and see how
people run their place and I can bring back the good bits and then we can sort of
streamline our operation better (Expatriate 15 (SIE)).
But, this picture does not reflect the experience of all the respondents working in
the HE Sector as this account from Expatriate 12 (SIE) suggests:
. not much in [1st University] as a RA [research assistant]at 2 nd University [ft
lecturer], I followed the teaching certificate programmeI did not particularly
seek learning and development supportthat was the problem.. i didn't know I
needed it.
years in academia, I realise perhaps I do need some help in L&Dyou can assess
the info from our website I think (Expatriate 12 (SIE))
Other respondents reported being given training on special technical skills, but
finding the informal learning from colleagues more helpful.
56
I went on those
workshop.... but to be honest, I found talking to the staff who work on the same
module is far more useful than the faculty training workshop (Expatriate 22
SIE). This importance of informal experiences is discussed below.
Informal learning: The significance of informal learning (i.e. outside of training
courses etc.) was noted by the expatriates:
The initial period is always copying from your colleagues and then, after a bit,
you find, when you are familiar with your job enough, youre confident with what
you do, you start to have thoughts about this system didnt suit me, Id rather do
it that way. Either way, I achieve what is expected what was expected for me
to achieve, then it was okay to alter the current order of things. (Expatriate 19
(SIE)).
For some of the expatriates, informal learning was the only way to learn how to
perform in their role.
Expatriate 22 (SIE), found there was no formal training. Her learning constituted
hands on experience if I had problems, or not sure how to conduct the group
discussion, I would ask other staff who also teaches on the same module for tips,
also I would sit in their sessions (Expatriate 22 (SIE)).
4.4.3 Learning Outcomes of Assignment
Explicit perceptions of identifiable learning outcomes by the respondents were
centred on learning that is focused upon their development professionally as well
as helping their personal development as an expatriate.
Professional learning: Expatriate 16 (SIE) (an HR Director) noted that, whereas
in the UK, there are readily available academic and CIPD/ professional
connections, in places like Chile there are few such connections. She was still
able to use internet (e.g. for CIPD website and other resources). However, she
felt that she needed to work harder to maintain her CPD.
Personal learning: Going abroad to Chile helped RC learn a lot about
resilience levels and how you deal with people and how you react to
challenges, which then can be translated into a professional role ..and I
really enjoy going abroad, meeting different people, involve myself in different
cultures, I think it's very exhilarating and I think if you have the opportunity to do
it, it's really beneficial and not just for that time but when you come back into
your working environment, I think it gives you valuable experience, gives you
57
assignment for her husband was seen by Expatriate 16 (SIE) as a very useful
opportunity for her in order to develop her language skills, apart from O Level
German and French, the opportunity to experience a very different working
culture (her husbands company actually paid for her to learn the language).
Provision of language training from employers was noted by TFEs Expatriate 11
(TFE) was given Japanese lessons provided by the company, Expatriate 4
(SIE/TFE) was provided with language training after arriving in the UK.
Yeah its basically integral adaptability, like they teach the basic English, like we
dont understand someone asks are you alright, we dont get it because, are
you alright (in an accent!), people will see their lips moving, itll be done and
theyll be waiting for a response [for us]So theyll teach us and then we call
curd but it is yogurt hereWhen I did look into that, which is standard stuff,
58
they have training material, so all basic English, and then some warnings like do
not use idioms, phrases because you dont really know the meaning of things,
youll get into trouble (Expatriate 23 (TFE)).
Expatriate 23 (TFE) came from India, where English was the official language.
For those who did not have that background, language acquisition was a more
piecemeal experience. For example, coming from Croatia, Expatriate 27 (SIE) as
a young adult was taught by a Croatian woman with work experience in London,
as well as having a background of summer schools in the UK as a pupil. Others
(e.g. Expatriates 12, 19) had gone to language centres in order to pass language
competence tests.
The significance of being able to demonstrate language competence in the
workplace was commented upon by Expatriate 11 (TFE):
That look on their face when they go oh no, she knows what were talking
about, it was priceless, it was priceless, and that wasnt even anything fun, it
was the Sales Commission Plan, but you know the fact that I could say no, no,
no, guys, its not then its then, not that date youre talking about, that one, and
they all went huuuh! That was yeah, it was good. Interestingly though I was
the only ex-pat whod taken the exams and maybe that I passed that me
wanting to have an aim in something, you know, I want to be able to do more
than order pizza and be polite.
Language competence provides a clear opportunity for the expatriates to
integrate into their workplace, as well as a barrier. Another expatriate in Japan
lamented that it was quite demotivating and demoralising as I tried really hard
to 'fit-in' but i knew i never would. For example i could speak the language after
3 years to a proficient level however when I spoke to host country nationals they
always spoke to me in English, it was very frustrating (Expatriate 10 (SIE)).
4.5 Expatriate Career Management and Development
4.5.1 Positive Assignment Experience
The interviewees responses provided clear evidence of positive experiences
and reflected the flexible nature of the workplace.
(SIE) had transferred from a long-term part-time contract to a permanent parttime member of staff I realize this is not how most employment works
(Expatriate 2 (SIE)). Another talked of how she came to widen her experience:
59
it wasnt an internal only job, but it was an internal job because of a change of
position and project, so the person who originally worked on this post had to
unfortunately re-apply, and of course I didnt know that, and I applied too, and I
suppose in a way I probably (inaudible 46:07) the interviewers to be a capable
person so theyve decided that they could open up a position for me as well, so I
started on this project, in April 2004, and I worked on it for about three years,
but after two years, I wanted a change. Because this department that I was
working for was known for its ability to applying for external funded projects, and
so there would always be bids and new projects coming in, so I worked on this
particular project for two years and then there was a new project coming in
which this first project was only UK based, yet this new project came in 2007 and
was more of a European project, and it involves three or four different European
countries, and it interested me, you know, way of just trying something different,
meeting different people, especially people non-British people from other
European countries, European organisations (Expatriate 19 (SIE)).
This experience helped expand her understanding of what she could do within
the organisation:
I think probably as I become a bit more experienced in working in the UK and in
working in the organisation, you know what is rightly yours, what you are
entitled to get, as far as your personal and career development, so you are a lot
more Im a lot more daring to ask for certain opportunities to be made
available to me and, of course, then there is again you have to combine your
personal pursuit with how you balance what your job responsibilities, what the
Department can offer you, should be respected in a way that you have to take
care of what you do for the Department at the same time as developing yourself,
in as many ways as I can find, and then of course, the PDRs are a lot more
regular now, you know, owing to the effort probably myself and the Head of
Department and the Managers. The general feeling is if youve stayed in your job
for some time, although the content of it has changed a lot, over the past few
years, like you say the METP and even accreditation and any other projects,
varied projects, that you know went through seven or eight different projects,
but the generic areas was you know a similar so the general understanding is,
after a certain time, you would want to put your energy into something different,
and so its just a matter of time when thats being catered for, that appetite for
learning something drastically different(Expatriate 19 (SIE)).
60
61
62
For some, the expectations did not change but were reinforced. The experiences
of Expatriate 20 experiences of working in the UK had not changed this ultimate
goal of owning her own business. Indeed, her expatriate experience left her tired
of being overlooked for promotion etc. so wanted to become her own boss:
And at the end of the day we decided it wasn't going to be negative, but we
weren't going to come back as some lucrative expat as often happens where
they're paying me and paying for everything, so I can just put all this money
away, so that's not us, but it wasn't bad either and all the benefits that we saw of
having the experience and international just still made it worthwhile, but that
was at that point then became the another decision, because if it could
have been a standard expat package, it would have been easier, but because it
couldn't, then it did become harder (Expatriate 28).
It is interesting to trace the respondents and how, over time, their expectations
have changed. For example, Expatriate 14 (SIE) studied in a UK polytechnic as it
was part of her plan to work in the Computer industry. However, after working as
a programmer in various UK companies, she had become a translator, with no
intention to go back into business.
The problems of pursuing a career as a professional female were highlighted
particularly strongly by a Finnish lecturer in the UK:
However, haven't been successful in promotions, and I feel strongly it's partially
because of my part-time contract. Having had kids, time off work, working parttime definitely goes against promotions (although of course, it shouldn't.)
(Expatriate 25 (SIE)).
Direct comments were made as to how changing career path expectations
reflected their learning: about the technical aspects of the job and their own
personal development.
63
with Lloyds, they know the development, so we do the testing, so if you are
getting well with the level of work, and obviously you cannot move.
Development will tell you guide you what it is because Ill point his
mistakes, and hell give other option, and Ill be learning more, itll be nice
(Expatriate 23 (TFE)).
This she described in terms of now having the confidence to be more proactive
in career planning Yeah, we know how to sell ourselves!(Expatriate 23 (TFE)).
Future path issues identified by the expatriates included the challenge of having
a spouse who does not come from the home country (e.g. Expatriate 14 (SIE)).
4.5.5 Career Changes/ Career Breaks
Some women on the other hand decided to leave behind what they had
experienced of traditional career routes in their home country in the pursuit to
work more flexibly in the host country for example I am not too concerned with
titles / promotion as long as I am getting better at what I am doing. I left my
home country as I felt quite tied down to the position I had been working in for
the last 5 years. I want to travel and work a shorter week so I can visit more
places whilst I am working, this I feel I could not have achieved being employed
in my home country (Expatriate 9 (SIE)).
Indeed some felt the host country offered more scope in terms of their career
compared to staying in the home country staying in New Zealand didn't really
have much scope with London, they will send you for small projects but want you
back!(Expatriate 2 (SIE)).
Some of the females identified gaining international assignments in the pursuit
to satisfy personal goals they had for example I left my home country to
become a Creative Director (Expatriate 2 (SIE)),
4.5.6 Attitudes Surrounding Choosing SIE vs. TFE Routes
The respondents discussed issues surrounding the choice of either the traditional
route or alternative route.
Expatriate 9 (SIE) stated that she did not consider following the TFE route
because this wasn't my first time as an expat so I was pretty confident it would
be easy.
Others also made assumptions about what route to take. Lack of perceived
opportunity shaped some choices reflecting attitudes in the home country. For
64
65
I think because I came to came abroad at a relatively older age, there are a lot
of things that I dont think I would change to the British way at all, and so theres
always going to be a combination of Chinese-ness and British-nessValues you
hold towards things, life, jobs, values you hold towards your family and how
people behave in general, how they learn, how society should be like, how law
and order should be imposed (Expatriate 19 (SIE)).
Another expatriate, from Mainland China, reflected on her own identity in the
light of her experiences abroad as student or trailing spouse.
I always see myself with international people rather than just a specific Hong
Kong/Chinese or as such, cause I make friends while that year in Norwich, with
people from different countries, and doing different things, doing Degrees, and
different walks of life, and I always thought that oh theres only about 12 hours
flight apart from home, so as I say, at that time, I do feel a bit nave, yeah, its
just sort of extended the what is it called the international village, global
village idea, Im just moving away from home a little bit further than say normal
people do, and that is the thing that sort of keep me going
(Expatriate 15
(SIE)).
The awareness of naivety is an interesting comment, because another Chinese
expatriate took a much more cynical view behind her choice of expatriate career.
in China I thought the employment environment wasnt that great because you
work long hours and the reward wasnt a lot, and you are under a kind of
pressure. If youre getting older you might lose the opportunity to carry on
(Expatriate 20 (SIE)).
This comment reflects the difficulties for women in the Chinese labour market
(c.f. Xian and Woodhams, 2008). All three of the Chinese expatriates mentioned
above followed the SIE route and have married UK nationals, albeit Expatriate 15
(SIE) met and married her British husband in Hong Kong.
4.6.2 Identity Perceptions of Others
As the above comments suggest, the expatriates make sense of their own
identities partly through their re-presentation of other cultures. This influenced
their choices of potential targets for expatriation, as a Canadian expatriate
noted:
66
A: Well being Canadian, I thought the cultures would be very similar and they
are in a lot of ways its not like I was moving to China or anything...Q: so
there were no hidden surprises when you arrived?...A: Beyond the cost of
living no (Expatriate 6 (SIE)).
The importance of being aware to the surrounding culture was seen as
important. Expatriate 11 (TFE) would start work early deliberately, so that she
could leave at a reasonable time, thereby enabling the others to leave at a
sensible time without losing face. She also attempted not to send e-mails at 8
oclock in the morning in order not to pressurise them into replying in the
evening. In contrast, one of her bosses was posted out to Tokyo and did not try
to understand the Japanese culture, was very much a Red Neck:
Im working in the language centre, apart from the team members, is the users
from over the world, so again, you can pick up bits of local culture, bits of say
the social customs here and there and, again, I think the key thing is I have bit of
an open mind. I dont want to be say really restricted to what I conceive to be
right or wrong or his to be this way, Im a bit flexible in that sense. It is an
advantage, helping me to adapt to a new environment(Expatriate 15 (SIE)).
4.7 Expatriate Women and Generational Factors
4.7.1 From Baby Boomer to Generation Y
There was a spread of ages in the research sample between 1949 and 1986
covering the Baby Boomer to Generation Y.
67
and 10). Indeed, some women agree to having more expectations of themselves
(e.g. Expatriate 3 (SIE), wanting to win more advertising awards).
4.7.2 Third Culture Kids
A Third Culture Kid (TCK) is traditionally seen as someone who has spent time in
his or her formative years living in another culture (Szkudlarek, 2010). In our
project, Expatriate 11 (SIE)s son, born to two British parents in the UK, but living
and schooling in Japan for three years from the age of five, provides a good
example of a TCK:
..he did three lessons a week, one was language, one was culture, and we
only found out two months before we left how much hed picked up our
housekeeper had picked him up from school. It was chucking it down with rain,
as it only can in Tokyo, the stair rods, and they hailed a cab, got it, and whilst
she was grappling with the umbrellas and all this sort of stuff, umm, shed given
the address to the driver and he turned round and said, oh, is it off a particular
road, she hadnt heard, but James had, and he said oh yes, and then proceeded
to direct the driver in Japanese, so and [the housekeeper] was like amazed,
and she reported this to us and we were equally amazed, as hed said you know
turn right, turn left, stop here, and all that sort of stuff, and wed never have
given him the opportunity, because we had always spent our time arguing about
which of us was gonna direct the taxi or whatever it was, so he picked up really
quite a lot, culture-wise he did (Expatriate 11).
Other women had children who were born and brought up in the host country
(e.g. Expatriate 21 (SIE)) who seemingly had adapted to the host country
although expatriate 21 was herself very concerned at the implications of growing
up in a threatening environment in a northern UK city. However, the term has
evolved to cover those people who were raised within different cultural
worldviews, without ever leaving their country of birth (Szkudlarek, 2010: 11).
Expatriate 17 herself, as an adolescent, experienced moving abroad to work
and how that experience influenced her worldview.
68
been found from different generational groupings (Baby Boomer women born
between 1946-1961) shared passion for travelling for example I am more open
to different cultures than her grandparent were during her time abroad I have
managed to travel the world extensively over a 25 year period (Expatriate 7
(TFE)).
The respondents had similar attitudes right across the different generational
groupings in terms of their motivations for international assignments for example
the issue of travelling and interesting projects. However some respondents from
the baby boomer grouping had more of an attachment with the organisation for
example; I decided to stay with the organisation for 24 years (Expatriate 7
(TFE)).
According to Selmer and Lam, (2004) TCK third culture kids who are more
culturally aware than previous generations may not need as in-depth crosscultural training. Some of the women support this perception, highlighting they
did not conduct any pre-departure cultural training as they already felt that they
knew what to expect and had visited their host country previously.
Expatriate 29 (SIE) was very open about the influence of her mother. She was
raised with Croatian traditions in Germany, but her mother deliberately wanted
her to learn German and integrate and make friends in Germany: Expatriate 29
(SIE) followed this deliberately conscious policy when she came to the UK.
Similarly, Expatriate 30 (SIE) was the daughter of Dutch parents, so was open to
more than home country (Australia) influences in terms of furniture, language
and food.
However, as noted above, a key point that emerged from a number of
respondents was that overlooking pre-departure training proved to be a problem.
5 DISCUSSION
5.1 Womens Learning and Development & the Global Assignment Cycle
Our preliminary investigations engage with the diverse journeys made by the
women: with interviewees having experiences of the different stages of the the
global assignment cycle (Vernon et al., 2007). These journeys, whilst in detail
unique, also reflect links with factors such as generation, culture and levels of
international experience. For instance, the motivations to go abroad are many
and varied, including both personal and professional factors. We also note the
69
rise of women coming from previously closed countries (e.g. from China), as well
as the diverse experiences of women making adjustments to work in different
industries and sectors, alongside those more experienced women who have a
mixture of both SIE and TFE positions. From a learning perspective, we explore
the
difficulties
female
expatriates
have
faced
in
transferring
previous
for organisations
to
manage
expatriates
effectively,
providing
70
With the SIE respondents this can be explained because that they are ostensibly
treated the same way as home employees. There are differences in the
experiences between SIE and TFEs. For instance, it is important to remember
that the selection process also includes the selection of the organisation by the
SIE herself, because the decision will have been made after moving.
One
important issue that arises from the SIE respondents is how nave they felt in
their job hunting experience in targeting employers, understanding how they
needed to take on responsibility in developing themselves and their careers.
The study helps to understand the tensions & issues facing female expatriates
particularly those following non-traditional routes (e.g. the SIE route) in terms
of their learning and development (L&D) needs. The findings reveal how the
respondents have been able to transfer the skills they have gained into their new
roles. Some of the respondents have found employers interested in their
experience whilst one of the TFEs found her home country employer not be
interested in the experience even though they had been sent by them to work on
the assignment. Some SIE have found it difficult to transfer what they have
learnt more so as the jobs they have applied for are quite different to the work
they had previously carried out.
It is important to note that whilst research has hypothesised that SIEs may have
little or no knowledge of the local culture (Howe-Walsh & Schyns, 2010); the
evidence of this project suggests that this is not always the case. It was the case
for some of the SIEs in our sample, but others have made concerted efforts to
understand not only the practicalities of day-to-day living and working but also
about the working culture.
71
This is because
but how does this happen to what extent does (or can) organizations
support this, or inhibit it? The focus of learning is not merely upon formalized
training and development, but the significant role of informal or incidental
learning (Watkins and Marsick, 2001).
learning is the ability to apply critical thinking. Proponents note that this should
apply widely, from education through to politics and religion (Paul and Elder ,
2001). They add a second level of thinking to the prejudices of ordinary (first
order) thinking. Through reflection, the learner can progress through stages in
72
the
This
the working culture in the organization (particularly for SIE, although also
for TFEs transferring to other parts of ostensibly the same organisation
The more experienced expatriates noted how they developed their resilience
levels (Expatriate 16 (SIE)). This came through informal and incidental learning
(Watkins and Marsick, 2001) as well as (to a lesser extent) formal training and
development. The importance of informal mentoring and the perception of role
models was investigated (from a gender perspective, the importance attributed
by some to female role models) within and beyond the organisation, for instance
previous employers or family members.
It was noticeable how expatriates with experience of working in multiple
countries were very proactive in ensuring that they liaised with the sources of
information (e.g. Embassies).However, whilst useful ,even informal and incidental
learning can become obsolete or out of date (Watkins and Marsick, 2001). The
context of the expatriate experience is an important factor. Power and political
factors within organisational contexts can make it difficult for expatriates to
apply their learning in the workplace.
cultural differences and how this impacts upon the expatriate experience was
73
responses reflecting the difficulties of dealing with bullying line managers and
unsupportive environments.
5.2.2 Process of Learning : female expatriate learning can be understood in
terms of attempting to become a participant within a number of communities of
practice.
These are found at the organisational level, as they move into new
It is
For
some,
coping
with
these
multiple
communities
was
74
opens the eye to see that participation not only involves the strive for harmony
but due to the focus upon the making of participation through commitment, it
opens the vision for the emotional elements of organizational life and work to
tensions and conflicts reflected in the different commitments to organizational
activities (Huysman and Elkjaer, 2006: 8). Following through the journeys of the
expatriates, it is possible to follow the activities in the expatriate cycle, from predeparture preparation to repatriation. In turn, it can be seen how the individual
(e.g. the expatriates or their local colleagues) and the organisational actors
engage with these activities.
Importantly, these learning connections can extend beyond national boundaries.
This gives rise to many opportunities to learn from other cultures, but also can
lead to many problems. The impact of cultural differences has been covered by
many, building upon the pioneering work of Hofstede (Hofstede, Bond and Luk,
1993). These issues will be increasingly important to globalised industries for
their employees host nationals or home country expatriates to appreciate
how to work together in practice: to learn how to participate in communities of
practice (Brown and Duguid, 1991).
5.3 Exploring the Potential of Learning & Development to Support
Female Expatriates
Our research looked at the provision and needs of learning and development
across the traditional expatriate cycle for female expatriates following different
routes.
Development lens exemplifies the function of both formal and informal learning
as well as exploring the role of individuals, organisations and other bodies in
shaping the development of female expatriates.
The lack of cross-cultural training provided by organisations has been identified
as an issue. Organisations need to provide adequate training so female
expatriates are aware of the host country culture and be able to adjust
effectively. This can be provided prior to leaving or through the time the
expatriate is on the assignment. SIE can also benefit from carrying out self
75
training particularly when leaving for countries that are very different from their
home country. Becoming aware of what to expect on arrival can help prepare
female expatriates for the different cultural that exists in host country.
Our tentative findings raise concerns for the effectiveness of organisational
learning and development provision in the new millennium, with its globalised,
organisational workplace.
2003) that there has not been a significant movement away from a traditional
HRD model of training being done to passive learners, with insufficient concern
for the needs of a diverse workforce (particularly overlooking gender or cultural
issues), and little consideration given for transfer of learning from the individual
to the organisation.
Whilst the experiences of pursuing an expatriate path do reveal significant
learning and development opportunities for women pursuing an international
career, questions remain surrounding the level of preparedness of both individual
and organisation. We note the implications of both formal and informal
organizational policies such as the impact upon those women marginalised in
attempting to perform within male-dominated environments, raising connections
with wider learning theory surrounding the challenges of effective participation in
their social worlds (e.g. Elkjaer, 2004: Gherardi, Nicolin and Odella, 1998).
Ultimately, attempting to deliver high performance in 21 st century global
workplace provides a significant challenge for both individuals and organisations.
Clearly, given the mixed experiences of the SIEs in their experiences of learning
and development support by their employers, there is a connection between
HRD and Talent Management In contrast to an assignment, the self-initiated
expatriate chooses the organization. Therefore, HR interventions can play a vital
role in developing their organization as an employer of choice. Thus, positively
engaging with potential candidates is arguably as important as the actual formal
selection process. (Howe-Walsh and Schyns, 2010: 266).
6 IMPLICATIONS OF THE STUDY
So, whilst the experiences of pursuing an expatriate path do reveal significant
learning and development opportunities for women pursuing an international
career, questions remain surrounding the level of preparedness of both individual
and organisation. We note the implications of both formal and informal
organizational policies such as the impact upon those women marginalised in
76
Those more
28s organization
her expatriate
branch
had
seemingly little
77
Organisations
need to provide adequate training so female expatriates are aware of the host
country culture and be able to adjust to the latters cultural milieu effectively,
whether provided prior to leaving or during the time the expatriate is abroad.
However, we also note how particularly SIEs can benefit from carrying out selftraining when leaving for countries that are very different from their home
country. Becoming aware of what to expect on arrival can help prepare female
expatriates for the different cultural that exists in host country.
In addition, we argue that it is not just businesses that need to address HRD
issues. Particularly, the importance of support provided by other bodies (such as
Government or NGOs) for living in the host country has proven to be of mixed
value to the expatriates particularly for inexperienced SIEs.
The use of
Firstly, training
78
the
presence
of
specialist
websites
for
female
expatriates
Clearly,
there are other websites providing information for expatriates of both genders
(e.g.
http://www.expatriates.com)
and
specialist
relating
to
particular
role of official host country resources, as well as the web resources from
professional bodies, so the opportunities given by the internet are clear.
Similarly, the role of conferences (especially for those employed in the academic
and education fields) for interaction with those from a similar industry
background reflect the importance of what are informal communities of practice,
developing on from nascent ideas recently addressed (c.f. Stalker and Mavin,
2011). This places emphasis upon female expatriates nurturing multi-directional
career opportunities with emphasis on learning through doing. However, issues
arise as to whether there is sufficient awareness of these resources by novice
Expatriates or whether they would be able to implement this knowledge in the
workplace, given how difficult it can be for newcomers to introduce their
79
tended to be male and the research that exists tends to look generally at the
barriers to womens international career mobility and ways of surmounting this
(Tung, 2004). Rather less is known about female expatriate career development
needs and experiences, particularly within this new context.
Yet the business case for having a well-developed female cadre of international
managers is clear given predictions of increasing organisational demand (c.f.
Harvey and Moeller, 2009). This fact, together with the rise of female workers
actively looking for international experience, especially with the opportunities
opening up for women to travel abroad from countries such as China to study (as
amply reflected in our research sample) questions the role of HRD in supporting
females in this changing international career context.
Consequently, this study explores how HRD specifically can equip female workers
to meet the changing demands of the globalized workplace. Because our current
research is exploratory and ongoing, we envisage this developmental paper as
providing both the basis for future publication, alongside opening up potential
avenues for further investigations of the lived experience of female expatriates.
We envisage further developing the key empirical issues in the research
unpacking further how female expatriates construct their identities in performing
their expatriate roles and the (variable) contribution of learning and development
in supporting this performance. Our ongoing qualitative empirical research is
timely in light of the changes that are taking place in the expatriate arena and
we suggest will help in gaining a deeper understanding of the lived experience
between the female expatriates, which is proving an increasingly rich source of
insights for gender research (c.f. Xian and Woodhams, 2008). We investigate the
perceived role of Learning and Development phenomena covering formal HRD
interventions such as cross-cultural training provision, as well as less structured
(but nevertheless important) processes like informal mentoring and explore the
personal experiences of women from different nationalities following the different
expatriate routes. Employing this approach has enabled us to engage with how
80
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94
APPENDIX 1
INTERVIEW FORMAT
1.
Traditional cycle followed?
1.1. Does the cycle apply to SFE ?
1.2. Indeed, is it perceived by all respondents?
2.
Selection Process
2.1 Role of informal & formal
2.2 Used at what stages?
2.2.1 Any variation in selection process between SFE TFE?
2.2.2 Organisational support for female to become expatriates
2.2.2.1 Specfic support for female expatriates
2.3 What drives women to choose to become expatriate?
2.3.1 Why do they choose SFE/ SIE route instead of TE?
3.
Support
3.1. Mentoring :
Formal vs Informal selection of mentors (roles of perceived vs. assigned mentors)
Intra organizational & Supra-Organizational
3.2. Social support
3.2.1 Provided by organisation role & adequacy
3.2.2 Social support through different methods e.g. informal friendship methods (social
networks; kinship & industry)
3.2.3 to what extent has the role/balance between organisational/informal support changed over
time also does experience contradict expectations?
4.
Performance Appraisal
4.1. Positive or negative experience? Reasons for either/both (e.g. not appropriate)
4.2. Similarities/ differences for SFE/TFE? (e.g. SFE ignored by employers)
4.3. Similarities/ differences in different assignments?
4.4. impact of organisational/ national cultures towards appraisal (e.g. inhibits/ prevents its use)
4.5. agreed vs actual implantation (e.g. ignored whilst on assignment)
5.
Repatriation
5.1. Repatriation Experience
5.1.1.
Expected different from actual? (e.g. organization fails to deliver on promises; no
position to go back to)
5.1.2.
Similarities/ differences between SFE/TFE (e.g. suggested that SFEs suffer more but
depends upon expectations/ individual experiences?)
5.1.3.
Similarities/ differences between assignments (e.g. have they learned to cope with the
stresses of repatriation?)
5.1.4.
Gender implications (harder? )
6.
Managing career Path
6.1. Identified Career Path? (e.g. respondents in Monicas questions did not consider managing
their career, or dont consider it relevant .e. not applicable for end of career)
6.2. Has this path followed predicted route? If not, why not? (e.g. unexpected developments due
to economic climate; personal changes etc.)
6.3. Organizationally-focused or individually-focused? (Particularly any changes in focus over
time: reflecting their learning e.g. understanding that career path maybe outside of the
organisation?)
6.4. to what extent does gender influence these decisions?
7.
Previous Experience of International working
7.1. To what extent do they have previous experiences?
7.1.1.
how have previous experiences helped further assignments?
7.1.2.
Experiences of following a different route (e.g. previously followed a SFE) perceived
differences (easier harder etc.)?
7.1.3.
gender implications similarities/differences between experiences (e.g. deliberately
choosing alternative approach because of previous lack of organisational support)
8.
Cross Cultural Training/ Preparation
8.1. Organizational training preparation provision
8.1.1.
Pre-departure provision by the organisation?
95
8.1.2.
specific focus (general cultural; specific role)
8.2. Self pre-departure training
8.2.1.
Amount/ focus of SPDT
8.2.2.
value of SPDT:
8.2.2.1. comparisons with organizational Cultural Training
8.2.2.2. changed attitudes towards SPDT on future assignments (e.g. was overlooked previously)
8.3 Adjustment to new culture
8.4 Training Provision during assignment
9.
impact of non-work support
9.1. Availability of support beyond the job itself.
9.1.1.
What networking opportunities are there? Formally or informally arranged?
9.2. Support for partner? Significant in making decision to join organisation?
10. Learning Outcomes of the assignment (value of assignment)
10.1. Transfer of Learning
10.1.1. Learning from the assignment any perceived by the expatriate?
10.1.2. enabling factors
10.1.2.1. organizational (could be original employer or new)
10.1.2.2. individual (e.g. skills/knowledge acquired by the
10.1.3. barriers
10.1.3.1. Organisational (could be original employer or new: e.g. lack of support to apply newly
acquired skills)
10.1.3.2. individual attitudes towards learning (e.g. feeling unable to transfer)
11. Generational factors
11.1. Third Cultural Kids: comparisons with females from other (older) generations
12. Gender issues in making adjustments
12.1. Adjusting for male dominated environments (organisational & national cultural differences)
12.2. organisational sensitivity towards adjustment
12.2.1. role of formal organisational support (e.g. formal training)
13 Reward management
13.1 Negotiating Reward Package
13.2 Relocation
13.2 Influence of SIE
96
DOB
Nationality
Current
Position
(TFE) Expatriate 1
Has
worked
on
previous
1961
British
was
sent
abroad
via
Project
coordinator
an
(SIE) Expatriate 2
Has worked in the U.K for the last
1958
American
Technical Author
and
Projects,
Special
1979
New
Senior copywriter
Zealand
Sisters
Ltd,
country
due
to
personal
and
97
Creative
(SIE/TFE) Expatriate 4
Has worked 2 years of working
1974
Chinese
specialised
project
was
project.
aborted
Currently
unemployed
The
and
she
is
currently
unemployed
(SIE) Expatriate 5
Has worked internationally for 3
1979
Australian
Tax Accountant
1970
Canadian
Associate
abroad
nationals.
She
training
is
local
currently
She
misses
the
Landscape
Architect
to
house.
She
is
98
in
She
one
1949
British
Care Assistant
1980
American
Quantity
country
has
recently
being
abroad.
She is
Surveyor
will
be
then
able
to
99
Expatriate 9 (SIE)
Single. Has 3 years of working
1983
Australian
Art Director
1983
Irish
Student
to
gain
international
and
plans
most
career
as
she
is
more
she
is
in
rather
than
seeking promotion.
(SIE) Expatriate 10 ()
Single. Has 3 years of working in
one country (Japan) which was not
related to the career choice she is
currently making. Her time in the
host country left her feeling very
disappointed as she did not feel
she could fit and be accepted by
the locals, this became the reason
for why she returned back. She is
not currently thinking of working on
an international assignment and
would
like
to
gain
experience
100
(TFE) Expatriate 11 ()
1967
A married mother,
British
HR Director
Taiwanese
University
(UK
Lecturer
passport
holder)
but
makes
frequent
trips
abroad.
(SIE) Expatriate 12 ()
Currently a lecturer in a British
working
experience
1972
Also,
as
an
children
and
Single
German
Credit Controller
Taiwanese
Translator
1977
currently
recycling
company
in
Germany.
(SIE) Expatriate 14 ()
Currently self-employed.
Married
1961
Holder)
(UK Passport
Came to
101
(SIE) Expatriate 15 ()
Currently
working
in
University.
Previous experience as
UK
Passport
Information
Holder)
Officer
British
HR Manager
1976
British
HR Manager
1981
1966
Married
1967
himself
worked
as
an
retail
manager.
Single.
Had
in Australia
for a
charity.
(SIE) Expatriate 18 ()
Currently a full time lecturer in UK
University.
passport
as
well
as
holder)
Mandarin
Studied at UK
Business School.
102
Lecturer
(SIE) Expatriate 19 (
Works as a university administrator.
1978
Passport
Holder)
Studied at University
Business School.
(SIE) Expatriate 20 ()
Works
currently
transportation
for
firm.
UK
1979
Married
Passport
after
Studied
coming
to
Engineering
the
UK.
at
UK
engineering
university,
in
USA
for
US
company
on
Seconded
from
worked
transportation
graduating.
1977
Croatian
Engineer.
another US firm to UK
(SIE) Expatriate 22 ()
Full time lecturer in UK Business
School.
University.
Taiwanese
1977
(UK Passport
holder)
Studied in another UK
Previously part time
103
University
Lecturer.
(TFE) Expatriate 23 ()
Full
time
IT
analyst,
seconded to UK firm.
currently
1986
Indian.
IT Analyst.
1968
Columbian.
University
First time
IT
graduation.
consultancy
after
Lecturer.
Came to UK as a trailing
took
contract
as
primary school.
104
1970
Finland.
University
Lecturer
Wants to stay in
UK and academia
but depends
1974
project
University
Student
with
British
partners.
105
SIE Expatriate 27 ()
Croatian
University
Lecturer/ Artist
1974
Studied drama
academic
after
teaching
American
1957
this organisation.
grown
up
children
Has
and
UK
during
her
assignment.
106
Senior
logistics.
Manager
SIE Expatriate 29 ()
1985
time
work
in
UK
Was
released
after
Works in UK Bank
Call Centre.
After
German
107
SIE Expatriate 30 ()
1984
Chain).
is
carrying plates.
She finds training and development
levels
vary
between
employers
E.g.
neighbours.
Hotel
(International
carrying
Works casually in
local
procedures
Australian.
However,
108