internationalhrm教学大纲国际人力资源管理教学大纲Syllabus of International Human Resource Management制定单位：制定时间：课程中文名称：国际人力资源管理课程英文名称：International Human Resource Management 课程号：06006004学时数：51学时学分数：3学分先修课程：组织行为学，人力资源管理适用专业：人力资源管理专业一.课程的性质和任务1.课程的性质：专业选修课2.课程任务: 国际人力资源管理是人力资源管理专业学生的一门核心课程，因为在一个全球化的时代，与管理过程最相关的洞察将来自于在国际化背景中研究人力资源管理，而不是泛泛而谈人力资源管理的相关理论。
国际人力资源管理将视角放到全球的范围，在探讨了欧美及亚洲一些国家的人力资源管理模式的基础上，探讨适合于跨国企业人力资源管理的相关理论及举措。
通过本课程的学习，力图使学生全面深入地理解和把握跨国企业人力资源管理的规律性，意识到跨国企业在进行人力资源管理时本土化的重要性，能够将所学理论知识应用于跨国企业的人力资源管理实践当中去。
二.课程教学内容(Contents)Chapter 1, cross-national differences in human resouce and organizationAims and requirements：after learning the content of this chapter, the students are supposed to1.learn an orgnaization theory foundation of cross-national comparison2.know an institutionalist interpretation of organizational structures and HRM3.know the societal analysis beyond the institutionalism-culturlism split4.know something about globlization, eurupean integration and institutional differentiationStress and difficulties:Stress：institutionalist interpretation of organizational structures and HRM Difficulties：globlization, eurupean integration and institutional differentiationpart 1, an organization theory foundation of cross-national comparison1.two major entries into cross-national differences2.integrating culturalism and institutionalism3.a brief primer on culturalism4.the empirical justification of the opposite: institutionalismPart 2, an institutionalist interpretation of organizational structures and hrm1.primary and secondary production processes compared2.structural interrelationships as foci of institutionalism3.institutionalism and technological innovation4.broadening institutionalism across levels in the socio-economic orderPart 3, social analysis beyond the institutionalism-culturalism split1.general tenets of societal analysis2.reciprocal interdependence between dimensions/doc/2d4667268.html,plementarity ofopposites4.non-identical reproduction of comparative characteristicsPart 4, globlization, european integration and institutional differentiation1. convergence and divergence combined2. a caution against taking new hype at face valueChapter 2, culture in management: the measurement of differencesAims and requirements：after learning the content of this chapter, the students are supposed to1.know the theory of Hofstede2.know the theory of Trompenaars and Hampden-Turner/doc/2d4667268.html,ne, DiStefano and Maznevski’s adaptation of KluckhohnStress and difficultiesStress：the theory of HofstedeDifficulties：the theory of Trompenaars and Hampden-TurnerPart 1, Hofstede1.Hofstede’s cultural dimensions2.contribution to cross-cultural managementPart 2, Trompenaars and Hampden-Turner1.Trompenaars’ cultural dimensions2.a different understanding of culturepart 3, Lane, Distefano and Maznevski’s adaptation of kluckhohn and strodtbeck1. value orientations2. going beyond paradoxesChapter 3, Hrm in EuropeAims and requirements：after learning the content of thischapter, the students are supposed to1.can distinguish features of Europe2.know the American model of HRM and a European challenge3.know the differences withen Europe4.know the concluding thoughtsStress and difficulties：Stress：the American model of HRM and a European challengeDifficulties：the differences withen EuropePart 1, distinguishing features of Europe1.Geo-political Europe2.Towards European HRM3.21st century EuropePart 2, the American model of HRM and a European challenge1.HRM: born in the USA/doc/2d4667268.html, versus Europe3.The private enterprise culture4.the low level of state involvement5.the antagonism of US management to trade unionism6.an alternative European modelPart 3, differences within Europe1.regional clusters2.country specificitiesChapter 4, HRM in East AsiaAims and requirements：after learning the content of this chapter, the students are supposed to1.know the traditional philosophical thinking and its implications2.get to know capitalist market economies: Japan and Taiwan3.get to know socialist market economies: China and VietnamStress and difficulties：Stress：capital market economiesDifficulties: socialist market economiesPart 1, traditional philosophical thinking and its implications1.Confucianism2.Daoism3.Bing Fa (War strategies)4.Implications for HRM practicesPart 2, capitalist market economies: Japan and Taiwan1.Japan2.Recent attempts at reform3.Taiwan4.Export expansion period and technology –intensive industry expansion period5.SMEs and stete-owned Les6.Summary of Asian capitalist market economiesPart 3, socialist market economies: China and Vietnam1.China(1) pre-reform period(2) the reform period(3) managing human resources2.Vietnam(1) pre-reform period(2) reform period(3) managing human resources3.Summary of socialist martket economiesChapter 5, HRM in developing countriesAims and requirements：after learning the content of this chapter, the students are supposed to1.know issues in discussing HRM in developing countries2.know current perceptions of HRM in developing countries: the colonial legacy3.know how to challenge the concept of HRM in developing countries4.develop an understanding of HRM in emerging countries: crossvergence and hybridization5.develop approaches to managing people in emerging countriesStress and difficulties：Stress：current perceptions of HRM in developing countries: the colonial legacyDifficulties：how to challenge the concept of HRM in developing countriesPart 1, issues in discussing HRM in developing countries1.inter-continental level2.cross-border level3.inter-ethnic levelPart 2, current perceptions of HRM in developing countries: the colonial legacy1.post-colonial management systems2.post-colonial personnel administrationPart 3, challenging the concept of HRM in developing coutriesThe cultural perception of human beings as a resource used in the pursuit of share holder value may be chllanged by a perception of people as having a value in their own right. Hence, a developmental approach towards people, as an integral part ofthe organization, and as a direction of its objectives, may be implicit within1.management practices2.management attitudes/doc/2d4667268.html,anizational orientation4.developing peoplePart 4, developing an understanding of HRM in emerging countries: crossvergence and hybridization The consequences of introducing Western-style HRM practices in emerging countries appear to bea narrow stress on participatory management that concentrates on the tactical implementation of strategy decided by top managementPart 5, developing approaches to managing people in emerging countries1.accommodating the interests of multiple shakeholders2.obtaining commitment and motivation3.assessing the appropriateness of management techniques4.managing the dynamics of multiculturalismChapter 6: Recruitment and SelectionAims and requirements:after learning the content of this chapter, the students are supposed to1.Draft advertisements for filling vacancies and select appropriate media for specific cases2.Evaluate advertising media and other methods of recruitment3.Decide which recruitment techniques to use in order to add value4.Devise application forms5.Draw up a shortlist of candidates6.Conduct a selection interview7.Make effective use of employment references8.Advise on the sources and standards for assessment centers, aptitude and personality tests9.Recommend and assist in devising a variety of exercises for use in an assessment centerStress and difficulties:Stress:1.The definition of recruitment2.The steps of recruitment3.The importance of recruitment4.The definition of selection5.The steps of selection6.The importance of selectionDifficulties:1.The channels of recruitment2.The frequently used approaches in selection processPart 1, Recruitment1. Defining recruitment2.Factors effecting recruitment(1)External factorsA.National statuteB.External labor markets/doc/2d4667268.html,petitors(2)Internal factorsA.Images of organizationsB.Budget of recruitment/doc/2d4667268.html,anizations’ policies3.Process of recruitment(1)Make clear vacancies(2)Choose recruitment channels(3)Make recruitment plans(4)Choose origins and approaches of recruitment4.Approaches:(1)advertisement(2)employment meeting(3)agencies and headhunters(4)recommendation(5)Collect application forms and CV5.Evaluate the effect of recruitment(1)Time of recruitment(2)Costs of recruitment(3)Recruitment rates(4)Employment ratesPart 2, Selection1. The importance of selection(1) Selection determines the fluency of organizational operation directly(2) Selection influences other human resource management functions and the costs of organizations2. The process of selectionShortlisting—tests—interview—check out the factuality of application forms and CV—physical examination—trail—employment3. ShortlistingThe first stage in the approach to selection is to boil down the applications received to a shortlist of candidates to invite for interview.4. Tests4.1 Ability testingPersonality testing5. Assessment centerThe assessment center has been referred to as ‘the Rolls-Royce of selection metho ds’, and is the approach that has received the best all-round press. Validity studies have consistently found assessment center techniques to have good predictive ability, and they appear to be liked by candidates, too. Perhaps the only drawback, albeit and important one, is the cost associated with their preparation and administration. While the approach can also be used for developmental purposes, the aim here is simply to review its application in the selection field.5.1 In-tray exercises5.2 Group exercises5.3 Presentations5.4 Role-playing6. Interview6.1 Varieties of interview format(1) One to one interview(2) Panel interview(3) Sequential interview6.2 Varieties of interview questions(1) Hypothetical questions(2) Behavioral questions(3) Stress questions6.3 Structuring interviews(1) Structured interview(2) Semi-structuring(3) Mixed approaches6.4 Preparing and implementation interviews(1) In writing to invite a candidate for interview(2) Specify the date, time and place for the interview(3) Indicate in the letter the purpose of the interview by distinguishing between a screening interview, speculative discussions and the final decision-making event(4) Outline the likely duration of the exercise and the format the interviewee can expect(5) Include the names and job titles of the interviewers(6) Give details of other aspects of the proceedings so that nothing takes candidates by surprise(7) State what documents applicants need to bring with them(8) Explain how expenses will be paid(9) Ask candidates to confirm their intention to attend the interview at the stated time and place(10) Close the letter with optimistic or enthusiastic remarks about the forthcoming process(11) End by giving a name and methods by which candidates can make contact(12) Base interview questions on a comprehensive, accurate and up-to-date job description(13) Ask questions derived from a meaningful person specification that genuinely discriminates between the ‘essential’ and ‘desirable’ in a fashion that, at l est in principle, enables definitive judgements to be made.(14) In framing interview, refer to the CV or application form so that any inconsistencies or omissions can be followed up(15) Give active consideration to the current environment and to any important business issues of relevance to the vacant job. This background material should be used in question designand can also be imparted to candidates during the interview so that hey can answer questions as effectively as possible.7. Employment referencesThe reference letter of recommendation or testimonial is the last selection techniques. Like interviewsand application forms, it is very widely used—by 100 per cent of employers, according to a recent survey but has been found to be of very limited value by researchers.The reasons:(1)The tendency to give individuals a similar rating when asked about different aspects of theirwork and personality(2) A tendency to give good ratings. It is comparatively rare for employers to receive poorreferences.(3) A tendency, when given a five-point scale, to rank individuals in the center, employers seemreluctant to give excellent ratingsChapter 7, composing an internatinal staffAims and requirements: after learning the content of this chapter, the students are supposed to1.know staffing policies2.know motives for international transfers3.know recruitment and selection of expatriates4.know expatriate adjustment and failure5.can transfer archetypesStress and difficultiesStress：recruitment and selection of expatriatesDifficulties：expatriate adjustment and failurePart 1, staffing policies1.PCNs, HCNs, or TCNs: advantages and statistics2.Factors influencing the choice between HCNs and PCNsPart 2, motives for international transfers1.Edstrom and Galbraith’s typology2.different motives for different circumstances3.other subsidiary characteristics4.of bears, bumble-bees and spiders5.alternatives to expatriationPart 3, recruitment and selection of expatriates1.election criteria: prescriptions for good practice2.expatriate selection in practicePart 4, expatriate adjustment and failure1.a model of expatriate adjustment2.expatriate failure: is it just a myth?Chapter 8: Training and DevelopmentAims and requirements: after learning the content of this chapter, the students are supposed to1.Explain how to determine training needs2.Demonstrate the features of the common approaches used in training process3.Explain the usage of some specific training approaches4.Understand off-the-job training and off-the-job trainingStress and difficulties:Stress:1.The definition of training and development2.the importance of training and development3.the steps of training and developmentDifficulties:1.Approaches of on-the-job training2.Approaches of off-the-job trainingPart 1: defining training and development1.Training and development are processes that attempt to provide an employee with information ,skills, and an understanding of the organization and its goals.2.Introduction of training(1) Training is the systematic process of altering the behavior of employees in a direction that will achieve organization goals. Training is related to present job skills and abilities.(2) A formal training program is an effort by the employer to provide opportunities for the employee to acquire job-related skills, attitudes, and knowledge.(3) Learning is the act by which the individual acquires skills, knowledge, and abilities that result in a relatively permanent change in his or her behavior.(4) Any behavior that has been learned is a skill.3.Related term: OrientationOrientation introduces new employees to the organization and to the employee’s new tasks, managers, and work groups.4.Training helps employees do their current work better. Development prepares individuals for thefuture. It stresses on learning and personal development.Part 2: significant of training and development1.To reduce anxiety. Anxiety in this case means fear of failure on the job. It is a normal fear of theunknown, stressed on the ability to do the job.2.To reduce turnover. If employees perceive themselves as ineffective, unwanted, or unneeded, theymay react to these feelings by quitting. Turnover is high during the break-in period.3.To save time. Improperly oriented employees must still getthe job done and to do so they need help.4.To develop realistic expectation. In what sociologists call the older professions (law, medicine) ortotal institutions (the church, prison, the army), job expectations are clear because they have been developed over long years of training and education. For most of the world of work, however, this does not hold true. New employees must learn realistically what the organization expects of them, and their must incorporate the job and its work values into his or her self-image.Part 3: process of training and development1.Main forms of training and development(1) Case method.One widespread technique is the case method, which uses a written description of a real decision-making situation in the organization or a situation that occurred in another organization.Managers are asked to study the case to identify the problems, analyze the problems for their significance, propose solutions, choose the best solution, and implement it.(2) Role playingRole playing is a cross between the case method and an attitude development program. Each person is assigned a role in a situation and asked to play the role and to react to other players’ role playing.(3) In-basket techniqueAnother method used to develop managerial decision-making abilities is the in-basket technique.The participant is given materials that include typical items from a specific manager’s mail, anda telephone list.(4) Management gamesEssentially, management games describe the operating characteristics of a company, industry, or enterprise. These descriptions take the form of equations that are manipulated after decisions have been made.(5) Behavior modelingA development approach for improving interpersonal skills is behavior modeling, which is alsocalled interaction management or imitating models. The key to behavior modeling is learning through observation or imagination.(6) On-the-job training(7) Off-the-job training2.Implementing training and development(1) Determining needs and objectivesThe first step in managing training is to determine training needs and set objectives for these needs. In effect, the trainers are preparing a training forecast. There are four ways to determine employees’ needs for training.A. Observe employeesB.Listen to employeesC.Ask supervisors about employees’ needsD.Examine the problems employees have(2) Choosing trainers and traineesGreat care must be exercised in choosing effective instructors of trainers. To some extent, the success of the training program depends on proper selection of the person who performs the training task. The presence of trained trainers is a major factor in whether the training program is successful. It will help if these principles of learning are followed:A.Provide time for practice of the materialB.Require practice and repetition of the material/doc/2d4667268.html,municate the material effective(3) Implement training courses(4) Collection of feedback3.Appraisal and feedback of training(1). how to collect dataInterviewsQuestionnairesRecordsObservationsCritical incidentsBudget records(2). Relevant issues to evaluateAre the participants learning, changing attitudes, or improving skills?Are the training or development materials used on the job?What are the costs of training and development programs and techniques?How long does the training or development have an effect on participants?Part 4: on-the-job training and off-the-job training1.On-the-job trainingProbably the most widely used method of training is on-the-job training. It is estimated that more than 60 percent of training occurs on the job. The employee is placed into the real work situation and shown the job and the tricks of the trade by an experienced employee or the supervisor.2.Off-the-job trainingOrganizations with the biggest training programs often use off-the-job training. A survey of training directors in Fortune 500 companies examined their views of which off-the-job training techniques were the most effective for specific objectives. The training directors indicated that if knowledgewas the objective, it would be best to use programmed instruction.Chapter 9, training and development of international staffAims and requirements: after learning the content of this chapter, the students are supposed to1.know phase one—identify the type of global assignment2.know phase two—conduct a cross-cultural training needs analysis3.know phase three—establish CCT toals and measures4.know phase four—develop and deliver the CCT program5.know phase five—evaluate cross-cultural training6.know final considerationsStress and difficulties:Stress：the six phases of international staff trainingDifficulties：the implementation of the six phasesPart 1, identify the type of global assignment1.technical2.functional/tactica3.developmental/high potential4.strategic/executivePart 2, conduct a cross-cultural training needs analysis1.the organizational level, to determine the organizational context for CCT2.the individual level, to determine any special needs that have to be addressed in CCT for a given person3.the assignment level, to determine the cross-cultural knowledge and skills required to effectively complete the given assignmentPart 3, establish CCT goals and measuresImproving cross-cultural adjustment is important for all expatriates and would generalize cross assignmentsPart 4, develop and deliver the CCT program1.instructional content2.Instructional method3.selecting instructional methods4.sequencing of trainging sessionsPart 5, identify the type of global assignment1.evaluation of short-term goals2.evaluation of long-term goalsChapter 10: Performance ManagementAims and requirements: after learning the content of this chapter, the students are supposed to1.Evaluate the principal methods for managing performance2.Advise on their benefits and shortcomings in particular situations3.Set up systems for measuring and obtaining data on performance4.Make recommendations on the design and installation of appraisal systems appropriate for staffof different cultural backgrounds5.Draw up documentation for use in performance appraisals6.Arrange appropriate training for appraisersStress and difficulties:Stress:1.The definition of performance2.The definition of performance management3.The importance of performance management Difficulties:1.The steps of performance management2.the traps of performance management3.the approaches of performance management Part 1 Introduction to performance management。
