BUSI 4706B
International Human Resource Management
Winter, 2004
Instructor: Annabella Santos
Office:
1714
Phone:
598-3526
Email:
asantos@edc.ca
Office Hours: Monday 5:00 PM-6:00 PM (and by appointment)
Class Hours: Monday 6:00 PM-9:00 PM
Classroom: 501 SA
Prerequisites: Third-year standing in B.Com. International Business Concentration or
in B.I.B. program, BUSI 3102 and BUSI 3703, or BUSI 3103.
The School of Business enforces all prerequisites. It is your responsibility to ensure
that you meet the prerequisite requirements for this course. Lack of prerequisite
knowledge may lead to failure in the course. If you think you have taken courses,
possibly in another institution, that are equivalent to the prerequisites specified for this
course, you must show proof to the Undergraduate Adviser. Please bring in your
transcript and course description(s). Failure to document this requirement can lead to
deregistration from this course any time before the last day of classes. Only the
Undergraduate Program Supervisor of the School can waive prerequisite requirements.
Required Textbook:
• Dowling, P. J., Welch, D.E. & Schuler, R.S., 1999. International Dimensions
of Human Resource Management, (Third Edition), Cincinnati, Ohio: SouthWestern college Publishing Company.
• Other Readings mentions in the course schedule are kept on reserve at the
library or are posted on the BUS4706 course site.
The School of Business enforces all prerequisites. It is your responsibility to
ensure that you meet the prerequisite requirements for this course. If you think you
have taken courses, possibly in another institution, that are equivalent to the
prerequisites specified for this course, you must show proof to the Undergraduate
Advisor. Please bring your transcript and course description(s). Failure to document this
requirement can lead to deregistration from this course any time before the last day of
classes. Only the Undergraduate Program Supervisor of the School can waive
prerequisite requirements.
Course Description:
As businesses expand into more diverse geographic areas, firms require an increasing
supply of managers who are capable of operating in a wide variety of cultural settings.
When global firms form subsidiaries and partnerships in new locations, they must
incorporate employees at all levels with divergent expectations concerning working
conditions, compensation, productivity, and hierarchical relationships. The growing
demand for culturally competent, internationally experienced managers has given rise to
a large body of literature, which examines problems inherent in maintaining an
international workforce. Consistency and equity in the treatment of a diverse,
geographically dispersed workforce is a constant and increasingly important concern of
human resource professionals, and indeed, of all managers with international
responsibilities, in global business.
This course enables students to gain a clear understanding of the interrelationships
between the theory and the practices of managing various functions of International
Human Resources Including:
• Global Staffing (examining strategic business objectives to identify
human resource staffing needs; identifying qualified candidates for
international assignments);
• Training and Development of Expatriates (preparing
international employees for their overseas experience)
• Procedural Human Resource Issues for the International
Workforce (includes international compensation systems, appraisal
of international employees, pay-equity issues among international
workforce, and other ethical issues such as child labour)
• Repatriation of Managers (developing the careers of international
employees to maximize the acquired competencies, managing
relocation issues surrounding families of expatria tes, and minimizing
post-return turnover.)
Course Objectives:
By the end of this course you should be able to:
•
Demonstrate familiarity with contemporary developments in the field of IHRM
and the influence of change on IHRM policy and practice.
•
Address the importance of managing cultural diversity for international
organizations.
•
Understand how the issues of international staffing and development and
workforce mobility influence the effective management of human resources.
•
Recognize the functional requirements of HRM in the international organisation.
•
Understand the policy role of IHRM in ensuring the organization’s effective
adaptation to different international legal regimes governing the employment
relationship.
•
Appreciate the strategic importance of IHRM, and the options available.
•
Critically evaluate the impact of economic, technological, political, environmental
and social pressures on IHRM.
Learning Approach:
In order to achieve these learning objectives, this course will be conducted in a seminar
environment and will employ a combination of experiential activities: (self -assessment
questionnaires, videos, guest speakers, role -play exercises and case methods of
instruction); which will permit students to transfer the theories and analytical skills into
real management situations. Given that active and informed class participation is an
essential part of the class, I encourage the development of discussion and teamwork.
Students are also expected to have read the assigned materials in advance to come
prepared to participate actively in class. In addition, there will be some time regularly
devoted to discussing and exchanging views with your classmates regarding the issues
and challenges that are in the process of emerging in your own research and project
activities.
Students with Disabilities:
Students with disabilities requiring academic accommodations are encouraged to contact
a coordinator at the Paul Menton Centre to complete the necessary letters of
accommodation. Then, make an appointment to discuss your needs with your instructor
at least two weeks prior to the first in-class or ITV test. This is to ensure sufficient time
to make the necessary accommodation arrangement. Please note the deadline for
submitting the completed forms to the Paul Menton Centre is March 12, 2004 for winter
courses.
Academic Fraud- Definition
1. Academic fraud is an act by a student which may result in a false academic
evaluation of that student or of another student. Without limiting the generality
of this definition, academic fraud occurs when a student commits any of the
following offences:
a. Commits plagiarism or cheating of any kind;
b. Submits a work of which the student is not the author, I whole or in part
(except for duly cited quotations or references). Such work may include
an academic paper, an essay, a test, an exam, a research report, and a
thesis, whether written, oral or in another form;
c. Presents research data which has been falsified or concocted in anyway
d. Attributes a purported statement of fact or reference to a source which
has been concocted;
e. Submits the same piece of work or a significant part hereof for more than
one course, or a thesis or other work which has already been submitted
elsewhere, without written authorization of the professors concerned
and/or of the academic unit concerned;
f. Falsified an academic evaluation, misrepresents an academic evaluation,
uses a forged or falsified academic record or supporting document, or
facilitates the use of a falsified academic record or supporting document;
g. Undertakes any other action for the purpose of falsifying an academic
evaluation.
Course Schedule:
Week/Date Topic/Readings/Cases
Week 1:
January 5th
Week 2:
January 12th
Week 3:
January 19th
Week 4:
January 26h
Week 5:
February 2nd
Topic: Introduction to International Human Resource
Management
• The HRM Function in international business and
global firms
Readings: Text book: Chapter 1 & 2
Case: How to present & analyze a business case
Topic: Strategy and International HRM
• International strategies and the need for
managers
• Developing an international human resource
strategy
Readings:
• Janssens, “Developing a Culturally
Synergistic Approach to International
Human Resource Management,” Journal of
World Business. Vol. 36: No. 4. pp.429-450.
• Molnar, Loewe, “Seven Keys to International
HR Management,” pp10-11. HR Focus, May
1997.
• Rowden, “The Strategic Role of Human
Resource Management in Developing Global
Corporate Cultures,” International Journal of
Management. Pp. 155-160, Vol. 19: No.2. June
2002.
Case: SUJI-INS KK
Topic: Recruitment & Selection of International
Managers
• Guidelines
Host Country Nationals vs. Parent Country Nationals
vs. Third Country Nationals
Readings: Textbook: Chapter 3
• Puckik, Saba, “Selecting and Developing the
Global Versus the Expatriate Manager: A
Review of the State-of-the-Art,” pp40-52.
Human Resource Planning, 2002.
Case: Recruiting for a Manager for BRB Israel
Topic: Training & Development of International
Managers
Readings: Textbook Chapter 5
• Choosing appropriate training programs
• Managing International Careers
Case: Fred Bailey: An innocent aboard
Video: Bridging the Cultural Gap
Topic: Performance Appraisal & Compensation
• Issues in evaluation performance abroad
• National issues in performance evaluation
• The high cost of foreign assignments
• The appropriate compensation packages
Readings: Textbook: Chapter 4 & 6
Due
Selection of group and
country for end of
term country project.
Group 1: Case
Group 2: Case
Group 3: Case
Quiz 1
Group 4: Case
•
Week 6:
February 9th
Week 7:
February 16th
Week 8:
February 23rd
Week 9:
March 1st
Week 10:
March 8th
Week 11:
March 15th
Handel, “Determining the ROI of
Expatriates.” American Compensation
Association News. July/August 1999. pp. 2225
Case: The Road To Hell
Activity: In class debate
Topic: Repatriation
• Difficulties with Repatriation
• Dealing with issues
Readings: Textbook: Chapter 7
• “Managing The Expatriation Process is One of
the Thorniest Issues for Global Managers.
• “The Right Way to Bring Expats Home.”
Cases: Andreas Weber’ assignment to New York
NO CLASS SPRING BREAK
Topic: Family & Women Issues in International
Human Resource Management
Readings:
• Elron, Kark, “Women Managers and International
Assignments: Some Recommendations for
Bridging the Gap,” pp. 144-152 in Mark
Mendenhall’s Readings and Cases in
International Human Resource
Management, Cincinnati: South-Western, 2000.
• Frazee, “Shell’s happy-families approach to
foreign postings,” pp. 25-26. Human Resource
Management International Digest: Sep/Oct 1998.
• Linehan, Walsh, “Work- Family Conflict and
the Senior Female International Manager,”
ppS49-S58. British Journal of Management, Vol.
11, Special Issue.
Cases: Catskill Roads
Topic: Labour Relations
• Cultural differences
• Issues and challenges for global firms
Readings: Textbook: Chapter 8
Cases: Labour Relations at Eurodisney
Video:TBD
Topic: Issues & Challenges of IHRM
• Cross-cultural Issues
• Ethical Issues
Readings: Textbook: Chapter 9
• “Legal implications of the short term
assignment.”
Guest Speaker: To be Confirmed
Topic: Expatriate Failure
• Reasons for expatriate failure
• Costs of expatriate failure
Readings:
• McEvoy, Parker, “The Contemporary International
Assignment,” pp. 470-485 in Mark Mendenhall’s
Readings and Cases in International Human
Group 5: Case
Group 6: Case
Quiz 2
Group 7: Case
Country
Presentations:
Presentations
Presentations
Week 12:
March 22nd
Week 13:
March 29th
Resource Management, Cincinnati: SouthWestern, 2000.
• Puckik, Saba, “Selecting and Developing the
Global Versus the Expatriate Manager: A
Review of the State-of-the-Art,” pp40-52.
Human Resource Planning, 2002.
Activity: International Potluck & Culture Lesson
Video: To be determined.
Topic: Human Resource Management in International
Joint Ventures
• Loyalty, promotion, and team building
• Influences on staffing
• Key success factors
Readings:
• Schuler, Dowling, De Cieri, “Challenges Facing
General Managers of International Joint
Ventures,” pp. 406-415 in Mark Mendenhall’s
Readings and Cases in International Human
Resource Management, Cincinnati: SouthWestern, 2000.
• “Ready to Work Abroad?” Globe and Mail
Article. November 12, 2003.
Activity: In Class Case Study
Topic: Course Review for final Exam
Presentations
Final Group Report
Due. Peer Evaluations.
Grading and Assignments:
The grading scheme is designed to assess your knowledge and understanding of the
theory and research in human resource management, and your ability to use course
materials to solve practical International HR problems in organizations. A secondary
purpose of the grading scheme is to provide students with the opportunity to work with
each other on group projects, and to improve oral and written communication skills.
Therefore, the individual component of your final grade is worth 60%, and the group
component is allocated 40%, as follows:
(a) Group Case Study
(b) Team Country Report & Presentation
10 %
30 %
(c) Participation & Attendance
(d) Quizzes (2)
(e) Final Exam
10 %
20 %
30%
(20% report, 10% presentation)
Group Case Study:
When conducting a case analysis, you should be sure to consider the following
questions:
1.
2.
What do you see as the managerial and/or HRM problems facing the
organization(s) in the case?
Which of these problems do you consider the most important one(s) for the firm?
Why? (Defend your position using the reading materials as an analytical tool)
3.
Given the central problem or problems in the case, identify several solutions or
specific ways of helping to resolve the problem.
Defend a particular action plan that you would choose to address as the most
central problem facing the organization.
Looking back, what additional information would you have liked to have before
making a decision on the central problem?
4.
5.
Written cases will be graded on substance, analytical and technical proficiency, form,
organization, and use of English.
•
•
•
•
Consult the additional questions for each case that are listed in the agenda for
each class (Appendix 1), and be sure to address these as well.
Ensure your submission is neat and includes proper documentation (e.g.,
including a Bibliography of all supporting evidence - tables, charts, or any other
research based information - at the end).
Submit your case at the start of class. No late submissions will be accepted.
Ensure your report is typed, double -spaced, 12-point font, 1” margins; Maximum
length depends on whether it is a short or long submission.
Team Country Report & Presentation
This presentation will take the form of a Cross-Cultural Training Module for
Country X (“Working in”). Your target audience will be prospective expatriate
professionals or technical specialists about to be assigned to a specific country; who
may have to supervise local staff, and who may be moving with their families.
Thus, the presentation will be prim arily training-oriented, and will employ
experiential type interactions with the audience. Although the aim here will be toward
cross-cultural skill as well as knowledge-building, the knowledge bits are important too!
So, don’t forget to cover any factual information that a relocating expatriate would want
to know. In particular, you should address the political, economic, geographic, and
socio-cultural characteristics of the country in question. You should also consider
addressing employment-related concerns and constraints (e.g., employment standards
legislation and norms, such as holidays, working hours; benefits and wage taxation; the
significance of unions; the skill level of the local labour force; sources of local
recruitment, etc.).
Each group must present on a different country; hence, in order to do research
on the country of your choice, it is important that you submit a one page outline with
the name of the country, your group members, and the topics you plan to cover, no
later than the second week of class. Please consult with me before submitting your
report to make sure that the country has not already been selected.
Presentation Style:
• All members of the team are expected to participate in the presentation.
• Students are encouraged to be creative in the approach to this task, and to make
the presentation in a professional, organized manner.
• Use of overheads/PowerPoint is required, and a copy must be submitted to the
professor at the start of the presentation.
• Timing : 15 minute (+ 5 minutes question and answer)
Presentation Evaluation: Based on 3 criteria (to be scored from 1 to 5):
• Introduction of the country and overview of its political, economic, geographic,
and socio-cultural characteristics
• Appropriateness of methods and content covered for the expatriate candidate
about to go to the country
• Clarity and structure of the presentation; ability of the group to maintain interest,
and the extent to which the presentation team collectively strives to keep the
audience motivated, intrigued, and informed.
Report Format
• The report should be a maximum of 15 typewritten, double -spaced pages
(excluding exhibits and references).
Due Dates:
• A 1-page document listing team members & chosen country will be due at the
end of class WEEK 2
• The presentations will be scheduled during last 3 classes, papers are due on the
last day of class: Monday, March 29th
Peer Evaluation:
A peer evaluation score will be incorporated in your final participation grade. Please see
the peer evaluation score sheet (Appendix 2). Each student will complete an evaluation
on each of their group members and submit that to me by the end of class. This
evaluation is based on each member’s participation and involvement in the group work
assigned. Its purpose is to help those students who are not comfortable participating
directly in class discussions, but who are strong contributors in group efforts. The
evaluation will be completed on the last day of class.
APPENDIX 1: CASE STUDY QUESTIONS
Case
Questions/Additional Readings
SUJI INS KK
1) Suji has selected Satoh as president of the joint venture. What
does his selection symbolize in the eyes of Flynn? Do you think
Flynn is wrong in his judgment about Satoh’s appropriateness
for the post? Why or why not?
2) What would you do if you were Flynn? What would be your
primary objectives and how would you attempt to accomplish
them?
3) If you were Flynn, would you leave Rose in his position at SujiINS KK? What value does Rose have as executive vice
president of the joint venture? Is it more a strategic value or an
operational one at this point? If you eliminated Rose, where
would you put him and who would you put in his place?
1) What are the most important characteristics Conners & O’Leary
have developed to make preliminary decisions about
candidates?
2) If you were O’Leary and Conners, who among each set of 3
candidates would you recommend to Lizfeld?
3) How important is it to hire from within (expatriate) vs. hiring
outside when starting up a critical overseas operation?
4) How important are language and cultural fluency in a different
culture?
1) What factors have played a major role in Fred’s and Jenny’s
current levels of adjustment to Japan?
2) How well has Fred prepared? How could the preparation be
improved?
3) Are Fred and Jenny just experiencing normal culture shock?
4) What should Fred do? What should the company do?
1) Debate who is the person primarily at fault for the
unanticipated outcome of the appraisal interview: Baker or
Rennals?
2) What would you do if you were Baker?
3) What are the potential risks and/or benefits for the chosen
course of action?
1) Why has Disney been so successful in the past?
2) What are the key cultural clashes and why are they happening?
3) What should the new president do?
1) What are the immediate problems that you see in the case?
(From both Andreas' perspective and the company's).
2) What do you see as the issues underlying/ contributing to these
problems?
3) What are some ways of resolving this/these problems, by
Andreas and/or by the company? Indicate pros and cons of
each possible alternative.
4) Give both short term and long term suggestions for how to
proceed (i.e., choose one or more alternatives from the
previous section and prioritize them). Also, indicate how you
would evaluate the effectiveness of your chosen approach
1) What are the immediate problems that you see in the case?
(from both Katheryn’s perspective and Brian’s perspective)
Recruiting a Manager for
BRB Israel
Fred Bailey
The Road to Hell
Labour Relations at
Eurodisney
Andreas Weber
Catskill Roads
2) What do you see as the issues underlying/contributing to these
problems?
3) What are some ways of resolving this/these problems, by
Kathryn, Brian and/or by the company? Indicate pros and cons
of each possible alternative.
4) Give both short term and long term suggestions for how to
proceed (i.e., choose one or more alternatives from the
previous section and prioritize them). Also, indicate how you
would evaluate the effectiveness of your chosen approach.
Appendix 2
Peer Evaluation Form
(Evaluation form for the contribution of team members)
Each student will evaluate individually the contribution of each member of his (her) team
(*** including a self-evaluation*** ).
•
•
•
•
Identify your team
the name of the evaluator (that’s YOU)
the full names of all members of the team (include yourself)
Then, give a numerical response in the chart provided on page 2 to the
following questions for each team member:
1.
The member was present at group meetings:
always (5), often (4), sometimes (3), seldom (2), never (1).
2.
Compared to the other team members, the time and energy put into the
case work by the team member were:
clearly above average (5), above average (4), average (3), lower than average (2),
clearly below average (1).
3.
Compared to the other team members, the contribution of the member in
terms of his (her) technical competence, his (her) knowledge of the
course material and his (her) understanding of the cases was:
clearly above average (5), above average (4), average (3), lower than average (2),
clearly below average (1).
4.
All things considered, in my opinion, the member deserves an individual
performance factor of: (give a number from 1 to 10; a value lower than 3 has to
be justified in the “Comments” section: see item # 5).
5.
Does the contribution of the member stand out in any way compared to
that of the other team members? Justify and give any information enabling the
instructor to better judge the performance of the member. Use the blank space left
for comments. Only give comments for those students that you think were
exceptional (either for an outstanding contribution or for their lack of contribution performance factor lower than 3).
Team number:
Evaluator’s name:
Names of the team members
Questions (refer to page 1):
(Remember to include
yourself)
For questions 1 to 3: Write a number between 0 and 5.
For question 4: Write a number between 1 and 10.
1
2
3
4
5. Comments: (please indicate clearly the name of the team member to whom the
comments apply
Name of the exceptional student
Comments