Establish Sufficient Background Information Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Establish Sufficient Background Information Case Study
Instructions Survey, question, read and review the information in the case study provided. Select the key problems and issues in the case study. Read and review the five case study questions provided.
In addition to answering the case study questions, be sure and establish sufficient background information, relevant facts as well as the most important issues. Be sure and demonstrate that you have researched the problems in this case study.
In addition, each paper should be neatly typed, should use appropriate graphics, and should be approximately 5- 7 pages in length, not counting title page, reference page(s) or appendices. Should be doubled-space, 12 pt font Times New Roman, 1 inch margins, and adheres to current APA guidelines.
As you answer the five case study questions provided, be sure and include specific and realistic solutions or changes that are needed. Evaluate the pertinent segments of the case study. Analyze what is working and what is not working. Support your proposed solutions with solid and substantive evidence including information from the course textbook, discussions and the weekly lessons presented thus far in our course.
Assemble the specific strategies that you propose for accomplishing the solutions. Recommend any further action that should be taken. In essence, what should be done and who should do it and why should they do this?
Closing the golf – preparing US Executives for Assignments in Mexico On a summer’s day in 2017, Charles Ramoz-Ramírez was chairing a meeting of the six most senior employees of the HR consultancy he established almost five years ago. His decision to establish the consultancy was an extremely difficult one for him, as he held a senior, well-paid and secure position as an HR executive within a Multi-National Corporation (MNC) based in New York. This HR position within the MNC involved training and developing professional executive staff such as engineers and project managers to undertake overseas assignments mainly in Spanish-speaking countries in South America.
At this meeting with his senior staff, Charles reminded them about the history of the consultancy for which they now work. He reminded them that there were two main reasons which underpinned his decision to leave the employment of the MNC and set up the consultancy business. First, he found himself being invited to deliver, on an increasingly frequent basis, specialized training sessions on expatriate programs organized by independent training organizations and even other MNCs. He concluded from the frequency of these requests that there was a scarcity of HR professionals who possessed
genuine expertise in preparing US executives for assignments in Mexico. Second, he did not agree with his HR director’s view of expatriate training which was very much a case of ‘send them and see’. That is, his HR director did not doubt that pre-departure training for expatriates was helpful, but she did not see it as a critical success factor. Charles’s view was that pre-departure training of expatriates was not just helpful; he saw it as a prerequisite for any overseas assignment no matter what its duration. His belief in the value of pre-departure training thus became a key operating principle of the CRR Expatriate Development consultancy organization which he formed on the day he left the employment of the MNC. In essence, Charles established a consultancy which aimed to design and deliver in-house pre-departure training programs for employees of US MNCs who would be taking up assignments in Spanish-speaking countries in South America.
The approach by the MNC: problems with Employee’s Pre-departure training After reminding his senior staff of how the consultancy came into being, Charles explained to them that a recent event had served to convince him that the emphasis he placed on the training of expatriates was fully justified. Charles informed them that he had recently been approached by the current HR director of the MNC which had previously employed him. (The previous HR director for whom Charles worked had retired approximately two years ago.) The current HR director told Charles that, over the last 12 months, the senior management of the MNC had become increasingly concerned about the general failure of its expatriate workforce to adjust to life in Mexico. As a result, the HR department had commissioned an independent training needs analysis. Part of this analysis was based on responses from 40 engineers who had returned home in the last two years from assignments in Mexico. Charles proceeded to inform his staff about the findings of this analysis which were supplied to him by the HR director of the MNC.
The independent analysis provided a fascinating insight into the pre-departure training that the 40 employees had received. Notably, only 25 of them had received any formal pre-departure training at all. Subsequent investigations revealed no obvious explanation as to why the remaining 15 staff had received no formal training. Further, when the MNC’s training records were examined, they showed that the duration of the training received by the 25 staff varied tremendously. See Table 1.
Table 1: Length of Pre-departure Training Received by the 25 Employees
1 to 5 days 6 to 10 days 11 to 15 days More than 15 days
Number of employees 6 3 11 5
Again, organizational records offered no obvious explanation as to why these 25 employees received training which varied so much in terms of duration.
The training needs analysis document proceeded to report further information about the nature of the pre-departure training received by the group of 25 employees. The 25 employees experienced various pre-departure training methods such as lectures and tutorials including basic language classes, access to online material about Mexico, and cultural awareness workshops delivered by an outside training agency. Prior to their assignments, four of the 25 employees were offered the opportunity to undertake seven-day field visits to Mexico. These visits enabled them to meet colleagues already based in Mexico and to visit organizations and places in Mexico that were linked to their assignments. The variation in the pre-departure training received by the 25 employees made it difficult to evaluate the employees’ views about the effectiveness of the pre-departure training they had received. Some anecdotal evidence presented in the analysis did, however, indicate that seven employees who accessed online training material found it to be of little value in terms of cultural preparation for their assignments.
Finally, with an eye on future training, the 40 employees who had returned from assignments in Mexico were asked to identify the two biggest challenges that they had faced when working in Mexico. A summary of their responses to this question is presented in Table 2.
Table 2: The ‘Two Biggest Challenges’ Faced by the Employees (N=40) During Their Assignments in Mexico
‘Biggest Challenge’ Number of employees citing this challenge*
Communication problems with local workers 28
Technical issues relating to their work 15
Traveling within Mexico 10
Health and diet issues 10
Accommodation issues 6
Loneliness/boredom 4
Safety including crime 3
Pressure from family in USA 2
Other challenges cited by only one employee 2
*Total number of responses is 80, that is, two responses per employee
The implications of the analysis At this point of the meeting, Charles revealed to his team that, on reading the fairly scathing independent report on pre- departure training, the board of directors of the MNC reached the conclusion that training for employees undertaking assignments in Mexico was a priority issue. The members of the board decided that they wanted to bring in an external consultancy with real expertise in this area. It was opportune that the independent investigation into current training arrangements had unearthed a number of documents in which Charles, during the time he was employed by the MNC, had expressed his concern with the training that employees were receiving to prepare them for their overseas assignments. It was quickly established that Charles had left the MNC in order to open a consultancy specializing in this very issue.
Charles then informed his colleagues: ‘The HR director of the MNC is commissioning CRR Expatriate Development to design and facilitate a ten-day long pre-departure programmed for 30 engineers and project managers who will be taking up medium-term (that is, six months to one year) assignments in Mexico over the next year. Using the information, we already have from the independent analysis, I want us to put together an initial draft of what this training programme should look like.’
Case Study Questions
- Assume that you are a member of the senior team of CRR Expatriate Development. On the basis on the case study material and also your wider knowledge of the subject area, highlight what you think should be included in the content of the new ten-day pre-departure program for the 30 engineers and project managers.
- Having drawn up your list of the essential elements of this program, (a) explain why you think that each element is necessary, and (b) state how much program time you would devote to each element.
- Assuming that you were permitted access to the 40 employees who have already completed their assignments in Mexico, state what further information you would seek from them to help you to design the ten-day pre-departure program.
Case Study Questions for Further Reflection
- Highlight what further information you would seek about (a) the 30 engineers and project managers, and (b) their forthcoming assignments in Mexico, before finalizing the design and content of the pre-departure program.
- Explain how you would seek to augment the content of a program, such as the one you are proposing, with ongoing cultural training during an expatriate’s assignment.
Reiche, B. S., Harzing, A., Tenzer, H., International Human Resource Management. [devry]. Retrieved from https://devry.vitalsource.com/#/books/9781526454928/ pp. 393-395
Grading Rubric
Criteria Descriptions
Background Set the stage, established background information, described fully the situation.
Analysis of the Five Questions
Answered the five questions fully and completely. Included key problems and issues. Answers provided are indicative of graduate level thinking, analysis and writing.
Solutions / Recommendations
Solutions proffered; changes suggested. Analysis complete and thorough. Evidence from academically appropriate third-party sources provided. Information provided indicates graduate level thinking and analysis as does the writing.
Paper Layout / Editing / Grammar
Writing Style and paper layout. Conforms to current APA Style guide. Overall length of paper is sufficient free of grammatical, spelling, and formatting errors.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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