HRD in a Multicultural Workplace: The Need for Lifelong Learning.

Autor/in	Ogisu-Kamiya, Motoyo
Titel	HRD in a Multicultural Workplace: The Need for Lifelong Learning.
Quelle	(1997), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Awareness; Cultural Differences; Cultural Pluralism; Foreign Countries; Human Resources; Inplant Programs; Lifelong Learning; Organizational Climate; Orientation; Personnel Management; Postsecondary Education; Professional Development; Staff Development + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Kultureller Unterschied; Kulturpluralismus; Ausland; Humankapital; Betriebliche Weiterbildung; Life-long learning; Lebenslanges Lernen; Organisationsklima; Orientierung; Personalmanagement; Post-secondary education; Tertiäre Bildung; Personnel development; Personalentwicklung
Abstract	Advocating the development of a new vision and strategies for lifelong learning in the multicultural workplace, this paper describes the influences of cultural issues on the human resource development (HRD) interface at a Japanese multinational firm operating in Canada. Following an introduction defining lifelong learning and related terms, background information is provided on the organization, indicating that it has a workforce of approximately 60 and an annual transaction volume of $60 billion (Canadian). The next section describes learning in the workplace, focusing on assessment during recruitment, the orientation program, a guided self-directed learning project required of all employees, and the company's professional development program. This section indicates that an emphasis is placed on workable and practical programs that can be implemented within the context of organizational constraints, such as limited human resource capacity and the very traditional Japanese heritage at the heart of the organization. The next section examines the Japanese and Canadian staff's cultural responses to the learning experiences, perceived gaps in the company between learning needs and learning capacity and initiative, and the interface between the two groups. Finally, recommendations and conclusions are presented, highlighting the need for individually-tailored learning programs that are integrated into as many facets of HRD as possible. Contains 14 references. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01