Summarized this section explain why this section cut your interest (in one paragraph)

The role of expatriate trainingGiven that the primary selection criterion for most MNEs is technical ability of existing employees,4 it is not surprising to find that most of the literature on expatriate training is devoted to expatriate pre-departure training activities that are mainly concerned with devel-oping cultural awareness. Therefore, once an employee has been selected for an expatriate position, pre- departure training is considered to be the next critical step in attempting to ensure the expatriates effectiveness and success abroad, particularly where the destination country is considered culturally tough. In Figure 7.1 pre-departure training is indicated as a subset of general training. Effective cultural training, it is advocated, assists individuals to adjust more rapidly to the new culture. As Earley5 points out, a major objective of intercultural training is to help people cope with unexpected events in a new culture. They should learn from their intercultural experiences in order to improve cross-cultural collaboration.6The limited, predominately US-based research into this area reveals that a large number of US multinationals have been reluctant to provide even a basic level of pre-departure training, though this is now changing. Particular interest in the area began with Tungs7 seminal study on expatriation practices, including the use of pre-departure training programs. MNEs appear to be more positive about the provision of training over the last few years than at the time when Tungs study was conducted, possibly in part due to the growth in numbers of providers of pre-departure training that multinationals can access. Today we see different patterns emerg-ing. For example, in 2015 Brookfield reports8 from a sample of 143 MNEs stemming mainly from the Americas and EMEA that 83 per cent provided cross-cultural training (CCT), with 45 per cent offering preparation on some assignments and 38 per cent on all assignments (see source at Table 7.1). Furthermore, where cross-cultural preparation is offered only on some assignments, 17 per cent make it available based on host location and the familiarity of the assignee with the host country (29 per cent), and 17 per cent based on the type of assignment. Here we see that type of assignment and intended location have considerable influence on when CCT is offered.