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References
Abercrombie, D. (1970) Problems and Principles in Language Study (London: Longman 
Group Ltd.).
Barakat, H. (1993) The Arab World: Society, Culture and the State (Berkeley, CA: 
University of California Press).
Gordon, T. (1977) Leader Effectiveness Training (New York: Wyden Books).
Lewis, R. (2011) When Cultures Collide (London: Nicholas Brealey Publishing).
Mehrabian, A. (1981) Silent Messages: Implicit Communication, Emotions and Attitudes 
(Belmont, CA: Wadsworth).
Stelzer, C. (2011) Dinner with Churchill (London: Short Books).
Tomalin, B. (2012) Key Business Skills (London: HarperCollins).
Tomalin, B. and Nicks, M. (2010) The World’s Business Cultures and How to Unlock Them 
(London: Thorogood Publishing).
Further reading
Axtell, R. (1991) Gestures (New York: John Wiley & Sons).
Axtell, R. (ed.) (1993) Do’s and Taboos Around the World, 3rd edn (New York: John 
Wiley & Sons).
Hofstede, G. (1994) Cultures and Organisations (London: HarperCollins).
Hurn, B. (1998) ‘Cultural Fluency for Business’, Corporate Structures, Business and the 
Management of Values 4: 25–9.
Morris, D. (1967) The Naked Ape (London: Jonathan Cape).
Morris, D. (1977) Man Watching: A Field Guide to Human Behaviour (London: Jonathan 
Cape).
Pease, A. and Pease, B. (2004) The Definitive Book of Body Language (London: Orion 
Publishing).
Scheflen, A. (1981) Body Language and the Social Order (Upper Saddle River, NJ: Prentice 
Hall).
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98
6
Selection and Preparation for Foreign 
Assignments
Introduction
This chapter covers the methods involved in selecting the appropriate 
personnel to live harmoniously and work effectively in foreign countries. 
It includes an examination of the cultural aspects of recruitment and the 
subsequent preparation for their assignments, in particular the various types 
of cross- cultural training and the agencies which provide the training. It 
also covers the repatriation of personnel after they have completed their 
assignment.
The main interest groups involved in foreign assignments are as 
follows:
the organization or company involved;
the individual concerned;
the family concerned.
To some extent, all three have to be satisfied.
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98
Summary
Required competencies for working abroad
Methods used for selection
Reasons for expatriate failure
Preparation for overseas assignments
Types of training available
Methodology of training
Culture shock: symptoms and stages, coping strategies
Specific culture- dependent business areas
Repatriation and ‘reverse culture shock’

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Selection and Preparation for Foreign Assignments 99
Those going to live and work abroad, be they diplomats, business people, 
teachers or members of
non- governmental organizations (NGOs), are 
often insufficiently briefed on the differing cultural environments within 
which they will find themselves living and working, nor are they always 
made aware of the values, habits and customs of their host country. Failure 
to recognize, understand, accept and respond to these different cultural 
environments and the differing behaviour patterns to which they give 
rise can lead to a reduced ability to communicate, resulting in a reduc-
tion of the effectiveness of these people in terms of being able to apply 
their professional and technical skills. The result is often deep frustration 
and disillusionment, which can result in either premature repatriation or 
‘brown-out’, that is, loss of enthusiasm and initiative. It is important for 
an individual’s well- being to have a sense of belonging and not to feel a 
stranger in a new culture.
Those who work internationally are usually expensive, because of the 
associated, often enhanced, salaries, their air fares, accommodation, 
special allowances and children’s school fees. It is therefore important 
that the learning time after arrival in the country is as short as possible. 
Failure to adapt, both on the part of the working partner and the accom-
panying family, can be both serious and expensive for the individual, 
the family and, of course, the organization itself. The international com-
munity is
close- knit and any apparent failures are readily observable. 
The costs are not only of a financial but also of a psychological nature, 
THE INTEREST GROUPS
INVOLVED IN AN EXPATRIATE
ASSIGNMENT
FAMILY
ORGANIZATION
ALL HAVE TO BE SATISFIED
TO SOME EXTENT
INDIVIDUAL
Figure 6.1 Main interest groups involved in foreign assignments

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100 Cross-Cultural Communication
with detrimental effects on the image of the company and the personnel 
concerned.
Clearly, therefore, it would be desirable to attempt to reduce such fail-
ure and increase effectiveness by some form of screening in the selection 
process and by specific preparatory training of those selected before their 
departure. There has been significant research into these areas, but where 
it has occurred, it has concentrated on the selection and preparation of 
the staff of mainly multinational companies (MNCs) who will be living 
and working overseas. However, many of the findings in the business 
area are transferable to those who work in the international community 
at large.
Selection for overseas assignment seldom fails because of a lack of pro-
fessional or technical competence; failure is usually because of family and 
personal issues and a lack of cultural skills to enable people to adapt to their 
new cultural environment. This is exemplified by the following quote from an 
expatriate sent to work in Malaysia: ‘Much more help was needed in explain-
ing local cultural differences. On the surface it all appeared very Westernized 
and straightforward, but below the surface there is a complex society and 
rules which one has to learn and understand quickly in order to be fully 
effective.’
From the human resource management point of view, the key issues to be 
considered in the organization of foreign assignments are as follows:
the selection process;
terms and conditions and pensions;
remuneration, cost of living allowances, foreign service allowances and 
other fringe benefits;
incentives;
pre- departure briefing and training;
visas, work permits and driving licences;
accommodation;
issues relating to the family, including children’s education;
arrangements for repatriation at the end of the assignment.