跨国企业HRM

人力资源岗位职责和工作内容英文缩写在今天的现代企业中，人力资源（Human Resources，简称HR）部门起着至关重要的作用。

人力资源专业的岗位职责和工作内容多种多样，因此在跨国企业或跨境工作中，了解和掌握相应的英文缩写变得至关重要。

1. 岗位职责（Job Duties）•HRD：Human Resources Director，人力资源总监•HRM：Human Resources Manager，人力资源经理•RD：Recruitment Director，招聘总监•RM：Recruitment Manager，招聘经理•HRBP：HR Business Partner，人力资源业务合作伙伴•T&D：Training and Development，培训和发展•ER：Employee Relations，员工关系•CR：Compensation and Benefits，薪酬福利•O&D：Organization and Development，组织发展2. 工作内容（Job Responsibilities）•Talent Acquisition：TA，人才招聘•Employee Onboarding：EO，新员工入职•Performance Management：PM，绩效管理•Training Coordination：TC，培训协调•Policy Development：PD，政策制定•Payroll Administration：PA，工资管理•Benefits Management：BM，福利管理•Employee Engagement：EE，员工参与度•Labor Relations：LR，劳动关系•HR Analytics：HRA，人力资源分析通过了解和掌握人力资源岗位职责和工作内容的英文缩写，不仅有助于更好地理解和沟通，也能提升自身在跨国工作环境中的应变能力。

跨国企业人力资源管理一般分为4种模式：民族中心主义，即人员管理模式偏向母国模式，多在海外子公司的重要管理岗位上安置母国员工；多中心主义，子公司根据当地环境采取合适的人力资源政策，其重要管理岗位可以由东道国员工承担，这实质上是本土化的一种做法；地区中心主义，子公司按地区进行分类，子公司的管理人员由本地区任何国家的员工担任；全球中心主义，即在全球范围内配置母国人员、东道国人员和第三国人员。

成功的在华跨国企业都在采用哪些人力资源管理模式？为什么要采取这些模式？这些模式是否对走出去的中国企业有借鉴意义？笔者以进入中国多年的10家《财富》五百强企业为研究对象，行业包括：快速消费品、电信、食品、家用化学品等。

通过对这些公司的CEO或人力资源总监的访谈，得出以下看法。

基于成本考虑的本土化模式有些跨国企业出于成本考虑采取了本土化的高管人员设置模式，这些跨国企业的本土化程度比较高。

如：研究中的联合利华公司在高管人员设置上遵循中国子公司本地的人力资源管理习惯，公司主要雇用或选拔中国人作为高级管理人员，公司60％的高管人员是由中国人来担任的。

不过联合利华公司认为为了更好地贯彻公司的发展战略和管理模式，子公司的总裁应由母国管理者承担，当地管理人员不应染指这一层次的管理职位，所以中国区的总裁还是由欧洲的本土人员来担任。

此外，我们访谈的GE公司也属于该种情况。

出于战略考虑的全球中心模式出于战略考虑，可口可乐公司在中国采取了全球中心的策略，目前的中国区总裁是英国人。

各部门的高级管理人员基本上来自世界各地。

可口可乐公司的全球中心模式是在世界范围内招聘和选拔雇员，满足当地对高管人员的需求，同时在全球范围内培养和配备人才。

可口可乐公司将人力资源管理的重点放在协调全球目标与当地反应能力上，将文化差异转化为企业经营的机会，使用不同国家的高管人员来提高企业的创造力和灵活性，并为有潜质的管理人员提供成长的机会。

所访谈的爱立信公司也是采取全球化的人才设置策略。

人力资源管理的跨国比较一、引言近年来，全球化背景下的经济发展促进了跨国公司的崛起，而人力资源管理（HRM）则成为跨国公司的核心议题之一。

HRM在不同国家的实践方式存在差异，由此引发了人们对于跨国比较HRM的兴趣。

本文旨在通过对多个国家的HRM实践方式的比较分析，揭示各国在HRM方面的异同点和优势，并探讨其原因和影响。

二、美国的HRM实践方式美国HRM实践方式的核心是以员工为中心的管理方式，其目标是提高员工的工作效率和生产力，并提高员工的工作满意度。

美国的HRM实践方式主要包括以下方面：1.人才招聘：在员工招聘方面，美国企业注重借助社交媒体拓展人才渠道，而且更加注重个人能力和素质的匹配度，同时把员工的多元化招聘视为一个重要的人才招聘策略。

2.员工培训：美国企业注重为员工提供职业发展和培训机会，以增强员工的综合能力，并且通过不断的培训，提供了员工不断提高自我素质的机会，以更好的达到目标任务和工作效率。

3.绩效管理：美国企业采用目标管理、综合评价、360度评估等绩效管理方式，提高员工的个人能力和工作绩效，为企业创造更多的利益。

三、德国的HRM实践方式德国的HRM实践方式的核心是集体主义，即企业和员工共同互动。

在德国公司的组织管理中，集体主义特别体现在：1.绩效管理：绩效考核是德国人力资源管理中一个重要的环节。

在执行绩效考核时，德国企业通常会进行相互讨论，而非单向评估，致力于打造出一个完全客观的评估过程。

2.员工受益计划：在德国，员工享有高度福利保障，包括社保、医保、养老金、失业保险、休假制度等等，德国员工处于一种较为富裕的资源环境，资金充裕、员工维权机制完善，从而提高员工的忠诚度和工作效率。

四、中国的HRM实践方式中国的HRM实践方式注重企业与员工的协同合作和互动，重视人才培养，包括：1.招聘策略：中国企业在招聘上强化招聘管道和招聘网络的建设，同时更注重年轻人的特质和团队配合精神，考虑员工的文化背景，以提高招聘效率和成功率。

1.人力资源管理：(Human Resource Management，HRM)人力资源经理：(human resource manager)高级管理人员：(executive)职业：(profession)道德标准：(ethics)操作工：(operative employees)专家：(specialist)人力资源认证协会：(the Human Resource Certification Institute，HRCI)2.外部环境：(external environment)内部环境：(internal environment)政策：(policy)企业文化：(corporate culture)目标：(mission)股东：(shareholders)非正式组织：(informal organization)跨国公司：(multinational corporation，MNC)管理多样性：(managing diversity)3.工作：(job)职位：(posting)工作分析：(job analysis)工作说明：(job description)工作规范：(job specification)工作分析计划表：(job analysis schedule，JAS)职位分析问卷调查法：(Management Position Description Questionnaire，MPDQ)行政秘书：(executive secretary)地区服务经理助理：(assistant district service manager)4.人力资源计划：(Human Resource Planning，HRP)战略规划：(strategic planning)长期趋势：(long term trend)要求预测：(requirement forecast)供给预测：(availability forecast)管理人力储备：(management inventory)裁减：(downsizing)人力资源信息系统：(Human Resource Information System，HRIS)5.招聘：(recruitment)员工申请表：(employee requisition)招聘方法：(recruitment methods)内部提升：(Promotion From Within，PFW)工作公告：(job posting)广告：(advertising)职业介绍所：(employment agency)特殊事件：(special events)实习：(internship)6.选择：(selection)选择率：(selection rate)简历：(resume)标准化：(standardization)有效性：(validity)客观性：(objectivity)规范：(norm)录用分数线：(cutoff score)准确度：(aiming)业务知识测试：(job knowledge tests)求职面试：(employment interview)非结构化面试：(unstructured interview) 结构化面试：(structured interview)小组面试：(group interview)职业兴趣测试：(vocational interest tests) 会议型面试：(board interview)7. 组织变化与人力资源开发人力资源开发：(Human Resource Development ，HRD) 培训：(training)开发：(development)定位：(orientation)训练：(coaching)辅导：(mentoring)经营管理策略：(business games)案例研究：(case study)会议方法：(conference method)角色扮演：(role playing)工作轮换：(job rotating)在职培训：(on-the-job training，OJT)媒介：(media)8. 企业文化与组织发展企业文化：(corporate culture)组织发展：(organization development，OD)调查反馈：(survey feedback)质量圈：(quality circles)目标管理：(management by objective，MBO)全面质量管理：(Total Quality Management ，TQM) 团队建设：(team building)9. 职业计划与发展职业：(career)职业计划：(career planning)职业道路：(career path)职业发展：(career development)自我评价：(self-assessment)职业动机：(career anchors) 10. 绩效评价绩效评价：(Performance Appraisal，PA)小组评价：(group appraisal)业绩评定表：(rating scales method)关键事件法：(critical incident method)排列法：(ranking method)平行比较法：(paired comparison)硬性分布法：(forced distribution method) 晕圈错误：(halo error)宽松：(leniency)严格：(strictness)3600反馈：(360-degree feedback)叙述法：(essay method)集中趋势：(central tendency) 11. 报酬与福利报酬：(compensation)直接经济报酬：(direct financial compensation) 间接经济报酬：(indirect financial compensation) 非经济报酬：(no financial compensation)公平：(equity)外部公平：(external equity)内部公平：(internal equity)员工公平：(employee equity)小组公平：(team equity)工资水平领先者：(pay leaders)现行工资率：(going rate)工资水平居后者：(pay followers)劳动力市场：(labor market)工作评价：(job evaluation)排列法：(ranking method)分类法：(classification method)因素比较法：(factor comparison method)评分法：(point method)海氏指示图表个人能力分析法：(Hay Guide Chart-profile Method)工作定价：(job pricing)工资等级：(pay grade)工资曲线：(wage curve)工资幅度：(pay range)12. 福利和其它报酬问题福利(间接经济补偿)员工股权计划：(employee stock ownership plan ，ESOP) 值班津贴：(shift differential)奖金：(incentive compensation)分红制：(profit sharing) 13. 安全与健康的工作环境安全：(safety)健康：(health)频率：(frequency rate)紧张：(stress)角色冲突：(role conflict)催眠法：(hypnosis)酗酒：(alcoholism)14. 员工和劳动关系工会：(union)地方工会：(local union)行业工会：(craft union)产业工会：(industrial union)全国工会：(national union)谈判组：(bargaining union)劳资谈判：(collective bargaining)仲裁：(arbitration)罢工：(strike)内部员工关系：(internal employee relations) 纪律：(discipline)纪律处分：(disciplinary action)申诉：(grievance)降职：(demotion)调动：(transfer)晋升：(promotion)。

人力资源管理国际人力资源管理概述人力资源管理（Human Resource Management，简称HRM）是指企业或组织通过制定和实施一系列政策、程序和实践，以满足员工的需求和实现组织目标的一种管理活动。

随着全球化的发展，人力资源管理也逐渐从国内发展为国际人力资源管理。

国际人力资源管理（International Human Resource Management，简称IHRM）是指跨国企业为了适应全球化的趋势，有效管理跨国经营的员工和组织文化的一种管理活动。

本文将对国际人力资源管理的概述进行详细介绍。

首先，国际人力资源管理的特点在于跨国性。

跨国企业的经营涉及多个国家和地区，公司需要根据不同国家的法律、文化和习俗等因素进行人力资源管理。

因此，国际人力资源管理需要考虑跨国的法律法规、劳动力市场和劳动力成本等因素，以进行合规的雇佣和培训。

此外，由于不同国家的文化背景不同，国际人力资源管理还需要关注员工的文化差异，以促进员工之间的协作和沟通。

其次，国际人力资源管理的目标是实现全球一体化的人力资源策略。

在跨国企业中，公司需要统一员工的工资制度、绩效评估和晋升等制度，以提高员工的工作动力和士气。

为了实现这一目标，国际人力资源管理需要将不同国家和地区的员工纳入统一的管理体系，协调和整合各地的人力资源管理政策和实践。

第三，国际人力资源管理需要处理不同国家和地区的雇佣关系。

不同国家的劳动法规和劳动力市场条件存在差异，因此在进行员工雇佣和解雇时，国际人力资源管理需要遵守各国的相关法规，以避免法律风险和劳动纠纷。

此外，国际人力资源管理还需要处理不同国家和地区的福利制度和劳动合同等问题，以保障员工的权益和福利。

最后，国际人力资源管理需要关注员工的跨文化培训和发展。

由于不同国家和地区存在文化差异，员工在跨国企业工作时可能会面临文化冲击和适应困难。

因此，国际人力资源管理需要为员工提供跨文化培训和发展机会，以提高员工的文化适应能力和全球敏感度，促进员工个人的成长和发展。

国际人力资源管理概述国际人力资源管理是面向全球性的管理理念，主要是围绕招聘、培训、福利、绩效管理、多元文化等人力资源管理方向进行研究和实践。

随着全球化的发展，国际人力资源管理在企业管理中的重要性越来越突出。

下面本文将从国际人力资源管理的定义、管理策略、管理方法、管理挑战等几个方面深入分析。

一、国际人力资源管理的定义国际人力资源管理简称IHRM，指的是跨国公司对其全球员工的管理和开发策略，以确保员工能够充分发挥其才能和技能，并实现国际化和全球化发展目标，同时还要满足各国不同的文化和规范。

国际人力资源管理涉及到相关的管理活动，如招聘、培训、绩效管理、薪酬、福利、背景调查、国际劳动法等方面的管理，这些管理活动是在考虑了全球文化和法律上的差异后制定的。

二、国际人力资源管理的管理策略针对不同国家和地区的文化和法律要求，国际人力资源管理需要针对不同的国情和文化差异制定不同的管理策略。

具体而言，国际人力资源管理主要有以下策略：1. 根据公司的业务发展战略，设置不同的管理目标和指标，例如员工招聘的国际化，员工培训的多元化等。

2. 设定全球标准的职业发展计划和人力资源策略，针对不同国家和地区的人员需求，制定相应的管理策略和方法。

3. 确定公司文化和全球团队意识，为开展国际业务提供有力的支撑，减少文化冲突。

4. 了解各国的文化、法律和国情，为员工提供相应的福利政策，确保员工的生活和工作都得到保障。

5. 提供全球性的行政支持，提高工作效率和生产效益，加强公司的竞争力。

三、国际人力资源管理的管理方法国际人力资源管理的方法主要参照全球公司的成功实践。

这些做法在国际人力资源管理方面已经得到了验证。

具体方式如下：1．合理开展跨文化培训。

为了确保员工具备跨文化沟通所需的知识和技能，国际公司必须密切跟进员工的培训帮助和文化交流。

2．建立全球人力资源寻找和建设网络。

跨国公司需要建立人才库，并建立全球网络，以便在各地方寻找最优秀的人才，从而提高员工的招聘质量和多元化。

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。