Presentation and a case study
Learning Outcomes: In completion of this assessment, you will demonstrate that you are able to:
• Develop a detailed understanding of the strategic role of HRM in the context of internal needs and external environmental conditions
• Critically evaluate comparative approaches to HRM in a variety of diverse cultural settings.
• Critically evaluate the effectiveness of a range of HRM policies and practices from domestic and global perspectives
• Analyse approaches to international HRM in multinational organizations.
• Develop an understanding of the impact of legal requirements on HRM practices
Assessment 2 requires that you present to the class for group discussion based on area of International HRM of current interest. You will need to undertake background research using quality academic sources and critically evaluate each source.
• You will need to incorporate appropriate theoretical models and approaches taught in this unit and undertake further literature searches of quality academic sources to inform your chosen phenomenon.
• Your choice might relate to any appropriate area of HRM or IHRM; for example, you might have noticed an HRM/IHRM issue of interest in your place of work, a problem that needs investigating. Has something in the national/international press appropriate to HRM attracted your attention? Is there a problematic issue related to the cross-cultural transfer of HRM practices? Alternatively, is there a problem or issue in another area of HRM/IHRM that you are interested in exploring further?
1. Identify a phenomenon of interest to HRM or International HRM that has research potential.
2. Undertake searches using quality academic literature sources to inform your ideas. Try to be critical.
3. Apply appropriate theoretical models and/or approaches that have been covered in this unit to critically analyse your chosen phenomenon.
4. Prepare a short (10 minute) Power Point presentation to stimulate discussion in the class. Remember to reference your sources using Harvard style as usual.
Criteria A B C D E F
Identifies a phenomenon of interest to IHRM (20%) Provides a clear introduction that frames and highlights the main issues. Attempts to frame and highlight the main issues. Some valid and relevant issues and identified although not well framed. Few relevant issues are outlined although no real framing Fails to demonstrate adequate knowledge and understanding of key issues and concepts. Fails to consider relevant issues and concepts
Application of theory (20%) Applies appropriate theory (ies) using published sources introduced in this unit and with clear evidence of independent reading. Appropriate application of theory (ies) using published sources introduced in this unit and with some evidence of independent reading. Logically and relevantly focussed application of theory (ies) using published sources introduced in the unit but with limited evidence of wider reading. Attempts to apply appropriate theory (ies) drawing on published sources introduced in this unit Limited evidence of understanding key issues and concepts. Weak application of appropriate theories and models. Fails to demonstrate detailed understanding. Very little use of published sources. Very little or no attempt to use published sources. No evidence of understanding key issues and concepts.
Critical Analysis (20%) Analysis is logical and coherent and explores in-depth implications of the issues highlighted. Supported by appropriate evidence. Analysis is logical and coherent in attempting to explore implications of the issues raised. Supported by appropriate evidence. Less in-depth than for an A grade. Overly descriptive at the expense of analysis. Analysis is limited but coherent and supported by evidence Vague and discursive approach or overly descriptive at the expense of application and analysis supported by evidence A random collection of statements with little attempt to use evidence to support the arguments. Little of value to the task. A random collection of statements with no attempt to use evidence to support the arguments. Nothing of value to the task.
Research potential (20%) Clearly derived from in-depth analysis. Entirely feasible. Derived from in-depth analysis. Largely convincing Research potential is limited and not entirely convincing. Research potential is unconvincing. Research potential not identified. A random collection of statements based on the students own point of view.
Presentation and Referencing
Clearly and concisely structured presentation, sourced throughout and with a comprehensive bibliography. Clearly and concisely structured presentation, sourced throughout and with a good bibliography. Well structured presentation, sourced throughout and with an adequate bibliography.
Not in presentation format. Few citations and a passable bibliography.
Few citations and no bibliography. Not in presentation format. Poorly structured.
No citations and not in presentation format. Poorly structured
Rubric for assessment
the second assignment
ASSESSMENT 1: CASE STUDY REPORT
THE CASE STUDY:
Work-life in the global village
Things used to be so uncomplicated. Before the restructuring, Dandan Yuwen reported to someone in her own office with whom she shared a language, a set of common cultural references, and most importantly, a time zone.
It is 9.30 p.m. on a Thursday night in Shanghai. Yuwen finds herself participating in a conference call with colleagues in Europe. She’d like to do it from home with her husband and daughter. From past experience she knows she will be in for a late night because inevitably, her European colleagues will ask her to send them some kind of report ‘by the close of business’. In Europe, it’s about 4.30 p.m. – practically the close of business already. Yuwen only has access to the company’s public computer drives when she’s logged onto the company network. So she’s got to be at the office to send the people in Europe whatever they ask for.
Before the company restructured, this would not have happened. Yuwen reported to a supervisor who sat across the room from her – a Chinese man whose language and frame of reference she understands without difficulty. Now she must report in a foreign language to people from a different culture living in a time zone five hours away. She’s afraid she won’t understand everything that’s said, so she takes copious notes. And she stays at the office until 11.00p.m. to make sure the people in Europe get what they need. Otherwise, they might be unhappy, and Yuwen values her job too highly to allow that. However she did wonder to herself if her global colleagues ever appreciated what time it was in her part of the world.
It is not just the timing of the conference calls that causes Yuwen anxiety. Last week, the US team called a teleconference at 8.00p.m. Shanghai time. Colleagues from the US, Europe, and Asia participated; Yuwen represented the China business.
A manager from Thailand presented some information and someone from the US asked questions. The phone connection was poor, and although the European colleague was speaking English he was difficult to understand because he had a pronounced accent. Yuwen did not entirely understand some of his questions, but because the call was running overtime and she did not want to appear impolite she did not ask for clarification.
Then an Australian colleague started discussing an approach considered risky by those in Europe and the US. It turned into a bit of a debate, during which the Japanese man and a colleague from Thailand remained silent.
When things calmed down, the Japanese colleague began to warm up and started making some very good points. But then the meeting’s designated timekeeper reminded everyone that it was getting late. Discussion moved on to the next topic. When the conference call ended, Yuwen felt that some good ideas had been raised, but that no one had been able to develop them. Part of it was the phone line, part of it was the time constraint, and part of it was cultural and language barriers. As a result, some good ideas went unused and Yuwen remained puzzled. She felt these meetings often failed to benefit from the collective knowledge of the company’s global network of employees.
ASSESSMENT 1 TASK
Write a report which covers the following:
1. An analysis of the situation Yuwen is experiencing using your knowledge of IHRM theories.
2. Recommendations to improve the situation.
Word limit: 2000 words + or – 5% (not including contents, reference list or appendices)
Submission: An electronic copy is to be submitted to Turnitin by 11.59pm.
Your paper should be submitted as a Microsoft Word document.
The English must be clear and coherent using an appropriate style for a business report.
Assessment Criteria: Assessment will be undertaken using the attached rubric.
Section / Title Details / Guidance
Title page Include name, student ID number, unit title and code, assessment title, date of submission.
Executive Summary Your report should include an Executive Summary at the front of the report (BEFORE the Contents Page) which summarises the main points including key recommendations.
Contents Page Include page numbers.
Introduction Short introduction to the report setting out what the aims and objectives of the report are, what the report will cover and why.
Case study analysis This is the main body of your report where the problems presented in the case study are analysed. Questions to consider may include: What are the causes of those problems? What are the tensions that can arise in the management of work-life in a global context? What is their potential impact for employees and the organisation? What are the likely consequences if these problems are not addressed?
Your analysis should be supported by theories discussed in this unit e.g. cultural or institutional perspectives.
Conclusion The conclusion should briefly and clearly synthesise the key points of your analysis.
Recommendations You should propose recommendations based on your analysis. These should include strategies for the organisation to address the problems identified. Possible strategies to consider could include:
1. Work-life initiatives
2. Organisational internal communication
3. Cross-cultural training programmes
The recommendations you make should be justified i.e. explain why they would work. Your proposals should be realistic and show consideration for cost, timescales and priority. An action plan will help you demonstrate how your recommendations will be put into practice.
Reference List You need to support your work with reference to academic sources (e.g. books and journal articles) as well as examples of organisational good practice (e.g. practitioner magazine articles / websites – chosen carefully)
Use Harvard style (see the Learning Resources website: http://lrweb.beds.ac.uk/guides/referencing).
ASSESSMENT 1 CASE STUDY REPORT – RUBRIC FOR ASSESSMENT
Overall standard Work of an excellent standard Work of a good standard Work of an sound, acceptable standard Work of a poor but acceptable standard Work of little or no value
Executive Summary and Introduction
(10%) The Executive Summary summarises the key points of the report clearly and concisely. The Introduction succinctly sets out the aims, objectives and background to the report. The Executive Summary summarises most of the key points clearly. The Introduction is clear and relevant but misses some elements. The Executive Summary covers some points. The content of the report is fairly clear. The Introduction is clear enough, but many elements missing. Key issues not clear in the Executive Summary but the content of the report is discernible. The Introduction provides little information. Some attempt made at an Executive Summary and Introduction, but little relevance, or no attempt made at all.
Case Study Analysis
(30%) Critical approach applied to the case study throughout. Good analytical skills demonstrated in identifying problems, causes and implications. Excellent application of appropriate theory (ies) Mainly critical in approach to the case study.
Sound analytical skills demonstrated in identifying problems, causes and implications identification of Good application of appropriate theory (ies). Approach is mainly descriptive but some criticality evident. Reasonable analytical skills demonstrated in identifying problems, causes and implications. Sound application of generally appropriate theory (ies). Approach is almost always descriptive rather than critical. Few analytical skills demonstrated – little more than repetition of case study text.
Attempts at application of appropriate theory (ies). No criticality. Analysis is very poor – problems not identified.
Much misunderstanding in completing the task. No real attempt at applying appropriate theory(ies).
(20%) Logically derived, and fully supported synthesis of analysis which leads to clearly and insightfully derived conclusions. Logically derived and generally supported summary of analysis which leads to clearly and obviously derived conclusions. Accurate, if general, summary of analysis and
clearly stated conclusions. May not be immediately obvious how these conclusions were reached. Summary is sketchy but generally accurate. It is not clear how the conclusions were reached or there may be no obvious conclusions drawn. Very poor or no attempt made to summarise analysis and draw conclusions.
(30%) Insightful and creative recommendations that have direct relevance for practice.
Action plan has been thoroughly prepared and provides enough relevant detail for action points to be implementable. Clear and sensible recommendations that have direct relevance for practice.
Action plan provides enough relevant detail for action points to be generally implementable. Recommendations may lack originality or creativity but are sensible enough and relevant to practice.
Action plan covers most points but may not contain enough detail for action points to be implementable. Recommendations are weak, may have little relevance and / or be a ‘wish list’. May contain some illogical / poorly considered items
Action plan provides little detail but some key points are covered. Very weak or no attempt made to make recommendations for practice. May contain some illogical / poorly considered items.
No action plan provided or only minimal detail provided.
Presentation / Referencing
(10%) Structured and styled as a business report; text free from spelling and grammatical errors; vocabulary appropriate to topic with all specialist terms defined; referenced correctly and fully using Harvard Style. Well structured, coherent argument, each point logically made and supported well. Structured and styled as a business report; free from major faults of spelling and grammar; vocabulary appropriate; good referencing, maybe some omissions / minor errors. Argument is developed well, if not always fully coherent, with good support for points made. Structure and style may not be fully appropriate for a business report; carelessness in spelling; vocabulary lacking polish but fully understandable; referencing correct for the most part. Argument is sketchy at times but with some support for points made. Structure and style may not be appropriate for a business report; language errors throughout but generally of a minor nature; referencing not fully completed and not in the appropriate format. Little in the way of an argument but some attempt made to make a coherent series of points. Not following the style set out in the brief; persistent major language errors which detract from understanding, referencing incomplete / incorrect. No real argument or coherent set of points made.
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