国际人力资源管理
教学大纲
Syllabus of International Human Resource Management
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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 organization
Aims and requirements：after learning the content of this chapter, the students are supposed to 1.learn an orgnaization theory foundation of cross-national comparison 2.know an institutionalist interpretation of organizational structures and HRM 3.know the societal analysis beyond the institutionalism-culturlism split
4.know something about globlization, eurupean integration and institutional differentiation
Stress and difficulties:
Stress：institutionalist interpretation of organizational structures and HRM Difficulties：globlization, eurupean integration and institutional differentiation
part 1, an organization theory foundation of cross-national comparison
1.two major entries into cross-national differences 2.integrating culturalism and institutionalism 3.a brief primer on culturalism
4.the empirical justification of the opposite: institutionalism
Part 2, an institutionalist interpretation of organizational structures and hrm
1.primary and secondary production processes compared 2.structural interrelationships as foci of institutionalism 3.institutionalism and technological innovation
4.broadening institutionalism across levels in the socio-economic order
Part 3, social analysis beyond the institutionalism-culturalism split
1.general tenets of societal analysis
2.reciprocal interdependence between dimensions 3.complementarity of opposites
4.non-identical reproduction of comparative characteristics
Part 4, globlization, european integration and institutional differentiation
1. convergence and divergence combined 2. a caution against taking new hype at face value
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Chapter 2, culture in management: the measurement of differences
Aims and requirements：after learning the content of this chapter, the students are supposed to 1.know the theory of Hofstede
2.know the theory of Trompenaars and Hampden-Turner 3.Lane, DiStefano and Maznevski’s adaptation of Kluckhohn
Stress and difficulties Stress：the theory of Hofstede
Difficulties：the theory of Trompenaars and Hampden-Turner
Part 1, Hofstede
1.Hofstede’s cultural dimensions
2.contribution to cross-cultural management
Part 2, Trompenaars and Hampden-Turner 1.Trompenaars’ cultural dimensions 2.a different understanding of culture
part 3, Lane, Distefano and Maznevski’s adaptation of kluckhohn and strodtbeck 1. value orientations 2. going beyond paradoxes
Chapter 3, Hrm in Europe
Aims and requirements：after learning the content of this chapter, the students are supposed to 1.can distinguish features of Europe
2.know the American model of HRM and a European challenge 3.know the differences withen Europe 4.know the concluding thoughts Stress and difficulties：
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Stress：the American model of HRM and a European challenge Difficulties：the differences withen Europe
Part 1, distinguishing features of Europe 1.Geo-political Europe 2.Towards European HRM 3.21st century Europe
Part 2, the American model of HRM and a European challenge 1.HRM: born in the USA 2.US versus Europe
3.The private enterprise culture 4.the low level of state involvement
5.the antagonism of US management to trade unionism 6.an alternative European model
Part 3, differences within Europe 1.regional clusters 2.country specificities
Chapter 4, HRM in East Asia
Aims and requirements：after learning the content of this chapter, the students are supposed to 1.know the traditional philosophical thinking and its implications 2.get to know capitalist market economies: Japan and Taiwan 3.get to know socialist market economies: China and Vietnam Stress and difficulties： Stress：capital market economies Difficulties: socialist market economies
Part 1, traditional philosophical thinking and its implications 1.Confucianism 2.Daoism
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3.Bing Fa (War strategies) 4.Implications for HRM practices
Part 2, capitalist market economies: Japan and Taiwan 1.Japan
2.Recent attempts at reform 3.Taiwan
4.Export expansion period and technology –intensive industry expansion period 5.SMEs and stete-owned Les
6.Summary of Asian capitalist market economies
Part 3, socialist market economies: China and Vietnam 1.China
(1) pre-reform period (2) the reform period (3) managing human resources 2.Vietnam
(1) pre-reform period (2) reform period
(3) managing human resources
3.Summary of socialist martket economies
Chapter 5, HRM in developing countries
Aims and requirements：after learning the content of this chapter, the students are supposed to 1.know issues in discussing HRM in developing countries
2.know current perceptions of HRM in developing countries: the colonial legacy 3.know how to challenge the concept of HRM in developing countries
4.develop an understanding of HRM in emerging countries: crossvergence and hybridization 5.develop approaches to managing people in emerging countries Stress and difficulties：
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Stress：current perceptions of HRM in developing countries: the colonial legacy Difficulties：how to challenge the concept of HRM in developing countries
Part 1, issues in discussing HRM in developing countries 1.inter-continental level 2.cross-border level 3.inter-ethnic level
Part 2, current perceptions of HRM in developing countries: the colonial legacy 1.post-colonial management systems 2.post-colonial personnel administration
Part 3, challenging the concept of HRM in developing coutries
The 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 of the organization, and as a direction of its objectives, may be implicit within 1.management practices 2.management attitudes 3.organizational orientation 4.developing people
Part 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 be a narrow stress on participatory management that concentrates on the tactical implementation of strategy decided by top management
Part 5, developing approaches to managing people in emerging countries 1.accommodating the interests of multiple shakeholders 2.obtaining commitment and motivation
3.assessing the appropriateness of management techniques
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4.managing the dynamics of multiculturalism
Chapter 6: Recruitment and Selection
Aims and requirements:
after learning the content of this chapter, the students are supposed to
1.Draft advertisements for filling vacancies and select appropriate media for specific cases 2.Evaluate advertising media and other methods of recruitment 3.Decide which recruitment techniques to use in order to add value 4.Devise application forms 5.Draw up a shortlist of candidates 6.Conduct a selection interview
7.Make effective use of employment references
8.Advise on the sources and standards for assessment centers, aptitude and personality tests 9.Recommend and assist in devising a variety of exercises for use in an assessment center
Stress and difficulties: Stress:
1.The definition of recruitment 2.The steps of recruitment 3.The importance of recruitment 4.The definition of selection 5.The steps of selection 6.The importance of selection Difficulties:
1.The channels of recruitment
2.The frequently used approaches in selection process
Part 1, Recruitment
1. Defining recruitment
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2.Factors effecting recruitment (1)External factors
A. National statute B. External labor markets C. Competitors (2)Internal factors
A. Images of organizations B. Budget of recruitment C. Organizations’ policies 3.Process of recruitment (1) Make clear vacancies (2) Choose recruitment channels (3) Make recruitment plans
(4) Choose origins and approaches of recruitment 4.Approaches: (1)advertisement (2)employment meeting (3)agencies and headhunters (4)recommendation
(5) Collect application forms and CV 5.Evaluate the effect of recruitment (1)Time of recruitment (2)Costs of recruitment (3)Recruitment rates (4)Employment rates
Part 2, Selection
1. The importance of selection
(1) Selection determines the fluency of organizational operation directly
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(2) Selection influences other human resource management functions and the costs of organizations 2. The process of selection
Shortlisting—tests—interview—check out the factuality of application forms and CV—physical examination—trail—employment 3. Shortlisting
The first stage in the approach to selection is to boil down the applications received to a shortlist of candidates to invite for interview. 4. Tests
4.1 Ability testing
5. Assessment center
The assessment center has been referred to as ‘the Rolls-Royce of selection methods’, 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 exercises 5.2 Group exercises 5.3 Presentations 5.4 Role-playing
6. Interview
6.1 Varieties of interview format (1) One to one interview (2) Panel interview (3) Sequential interview
6.2 Varieties of interview questions (1) Hypothetical questions
Personality testing
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(2) Behavioral questions (3) Stress questions 6.3 Structuring interviews (1) Structured interview (2) Semi-structuring (3) Mixed approaches
6.4 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 lest 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 design and can also be imparted to candidates during the interview so that hey can answer questions as effectively as possible. 7. Employment references
The reference letter of recommendation or testimonial is the last selection techniques. Like interviews
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and 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 their
work and personality
(2) A tendency to give good ratings. It is comparatively rare for employers to receive poor
references.
(3) A tendency, when given a five-point scale, to rank individuals in the center, employers seem
reluctant to give excellent ratings
Chapter 7, composing an internatinal staff
Aims and requirements: after learning the content of this chapter, the students are supposed to 1.know staffing policies
2.know motives for international transfers 3.know recruitment and selection of expatriates 4.know expatriate adjustment and failure 5.can transfer archetypes
Stress and difficulties
Stress：recruitment and selection of expatriates Difficulties：expatriate adjustment and failure
Part 1, staffing policies
1.PCNs, HCNs, or TCNs: advantages and statistics 2.Factors influencing the choice between HCNs and PCNs
Part 2, motives for international transfers 1.Edstrom and Galbraith’s typology
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2.different motives for different circumstances 3.other subsidiary characteristics 4.of bears, bumble-bees and spiders 5.alternatives to expatriation
Part 3, recruitment and selection of expatriates 1.election criteria: prescriptions for good practice 2.expatriate selection in practice
Part 4, expatriate adjustment and failure 1.a model of expatriate adjustment 2.expatriate failure: is it just a myth?
Chapter 8: Training and Development
Aims and requirements: after learning the content of this chapter, the students are supposed to 1. Explain how to determine training needs
2. Demonstrate the features of the common approaches used in training process 3. Explain the usage of some specific training approaches 4. Understand off-the-job training and off-the-job training Stress and difficulties: Stress:
1. The definition of training and development 2. the importance of training and development 3. the steps of training and development
Difficulties:
1. Approaches of on-the-job training 2. Approaches of off-the-job training
Part 1: defining training and development
1. Training and development are processes that attempt to provide an employee with information ,
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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: Orientation
Orientation 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 the
future. It stresses on learning and personal development.
Part 2: significant of training and development
1. To reduce anxiety. Anxiety in this case means fear of failure on the job. It is a normal fear of the
unknown, stressed on the ability to do the job.
2. To reduce turnover. If employees perceive themselves as ineffective, unwanted, or unneeded, they
may react to these feelings by quitting. Turnover is high during the break-in period.
3. To save time. Improperly oriented employees must still get the job done and to do so they need help.
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4. To develop realistic expectation. In what sociologists call the older professions (law, medicine) or
total 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 development
1. 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 playing
Role 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 technique
Another 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, and a telephone list.
(4) Management games
Essentially, 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.
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(5) Behavior modeling
A development approach for improving interpersonal skills is behavior modeling, which is also
called 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 training
2. Implementing training and development
(1) Determining needs and objectives
The 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 employees B. Listen to employees
C. Ask supervisors about employees’ needs D. Examine the problems employees have
(2) Choosing trainers and trainees
Great 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 material B. Require practice and repetition of the material C. Communicate the material effective
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(3) Implement training courses
(4) Collection of feedback
3. Appraisal and feedback of training
(1). how to collect data
Interviews Questionnaires Records Observations Critical incidents Budget records
(2). Relevant issues to evaluate
Are 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 training
1. On-the-job training
Probably 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 training
Organizations 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 knowledge
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was the objective, it would be best to use programmed instruction.
Chapter 9, training and development of international staff
Aims and requirements: after learning the content of this chapter, the students are supposed to 1.know phase one—identify the type of global assignment 2.know phase two—conduct a cross-cultural training needs analysis 3.know phase three—establish CCT toals and measures 4.know phase four—develop and deliver the CCT program 5.know phase five—evaluate cross-cultural training 6.know final considerations Stress and difficulties:
Stress：the six phases of international staff training Difficulties：the implementation of the six phases
Part 1, identify the type of global assignment 1.technical 2.functional/tactica
3.developmental/high potential 4.strategic/executive
Part 2, conduct a cross-cultural training needs analysis
1.the organizational level, to determine the organizational context for CCT
2.the individual level, to determine any special needs that have to be addressed in CCT for a given person
3.the assignment level, to determine the cross-cultural knowledge and skills required to effectively complete the given assignment
Part 3, establish CCT goals and measures
Improving cross-cultural adjustment is important for all expatriates and would generalize cross assignments
Part 4, develop and deliver the CCT program
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1.instructional content 2.Instructional method
3.selecting instructional methods 4.sequencing of trainging sessions
Part 5, identify the type of global assignment 1.evaluation of short-term goals 2.evaluation of long-term goals
Chapter 10: Performance Management
Aims and requirements: after learning the content of this chapter, the students are supposed to
1. Evaluate the principal methods for managing performance 2. Advise on their benefits and shortcomings in particular situations 3. Set up systems for measuring and obtaining data on performance
4. Make recommendations on the design and installation of appraisal systems appropriate for staff
of different cultural backgrounds
5. Draw up documentation for use in performance appraisals 6. Arrange appropriate training for appraisers Stress and difficulties: Stress:
1. The definition of performance
2. The definition of performance management 3. The importance of performance management Difficulties:
1. The steps of performance management 2. the traps of performance management 3. the approaches of performance management
Part 1 Introduction to performance management
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1. The definition of performance
Performance is defined as employees’ working results, abilities and attitude which are displayed in their working process, are related to organizational goals and which could be evaluated.
2. Perspectives on performance management
3. Obtaining data about performance 3.1 Productivity measures
These simply involve assessing an individual’s or team’s ability to achieve or exceed production targets. 3.2 Quality measures
While the measurement of quality is often more subjective than is the case with productivity, there are approaches available that increase the level of objectivity. 3.3 Objective set and met
The third approach to evaluation forms the basis of many performance appraisal systems. This involves judging performance according to the extent to which agreed objectives have been met over a set period of time by an individual job-holder, a team of employees or a division of the organization.
4. Behavior-oriented approaches
4.1 Rating scale
The most systematic behavioral assessment involve rating scales to judge the performance of individual employees over a set period of time. Typically, they will involve Likert scales, with aspects of behavior that have been agreed to be significant determinants of overall performance scored on a five-point scale.
In the case of personal appearance, this might mean choosing one of the following five options a) Frequently untidy and scruffily dressed
b) Occasionally untidy and careless about appearance c) Generally neatly dressed
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d) Careful bout personal appearance
e) Impeccable appearance and standard of dress
Critical incidents
4.3 Reactive approaches
5. Improving performance
5.1 improving performance through negotiation
One of the most common in situations where collective employee performance needs to be improved is the negotiation of improvements with workforce representatives.
5.2 improving performance through persuasion
A very different approach, also relevant in the case both of individuals and groups of employees, involves seeking to persuade or encourage employees to raise performance standards without directly compensating them for their efforts—at least in the short term.
5.3 improving performance through discipline
Although it is correct to argue that a performance management system based entirely on the threat of disciplinary action would be inappropriate for any organization seeking to succeed in the contemporary business environment, it is also reasonable to assert that discipline still has an important role to play.
5.4 improving performance through reward
The use of financial incentives and bonuses of one sort or another for raising performance levels of individual employees and teams has a long history. Interests have grown in recent years with the development of profit-related pay schemes and the extension of individual performance-related incentives to a larger number of employees.
5.5 Improving performance through work design
Another approach that draws on notions of intrinsic motivation involves improving performance through
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the judicious design and redesign of jobs and of the work environment. It is based on the idea that employees achieve higher levels of motivation, satisfaction and performance if the jobs they do are made more interesting and challenging.
5.6 Improving performance through counseling
Whereas job design and redesign stress on improving aspects of the way work is organized, the use of counseling approaches aims to help employees solve any personal problems, whether related to home or work life, that are affecting motivation and performance on the job.
Part 2 Performance Appraisal 1. The rise of performance appraisal 2. Varieties of performance appraisal 2.1 Behavioral assessments
The supervisor reaches a judgement about overall performance on the basis of his or her evaluation of the employee’s general conduct during the assessment period. 2.2 Output-based assessments
In the case of some kinds of job it is possible to appraise people on the basis of quantifiable data. Such an approach is thus possible in the case of groups such as fruitpickers, some manufacturing employees, clerical workers who process paperwork and a wide variety of salespeople.
A. Problems with performance appraisal
a. The tendency to give a good overall assessment on the basis that one particular aspect has been
accomplished well
b. A tendency to avoid giving low ratings, even when deserved, for fear of angering or upsetting a
weak performer
c. The tendency to give a poor overall assessment on the basis of particularly poor performance
in one area
d. The tendency to rate employee performance as ‘average’ or ‘good’ rather than to use the
end-points of rating scales
e. The tendency to give particular weight to recent occurrences in reaching judgements about
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individual performance
f. The tendency to give high ratings to people who have performed well historically, whatever
their performance over the previous year
g. A tendency to refrain, on principle, from giving particularly high ratings
h. A tendency to rate subordinates at a lower level than the appraiser achieved when in their
position
B. 360-degree appraisal
A method of appraising managerial employees that has received a great del of attention in recent years is 360-degree appraisal, whereby ratings are given not just by the next manager up in the organizational hierarchy, but also by peers and subordinates. Appropriate customer ratings are also included, along with an element of self-appraisal. Once gathered in, the assessments from the various quarters are compared with on another and the results communicated to the manager concerned. This is an effective approach dealing with the problems mentioned above.
Chapter 11: Compensation management
Aims and requirements
By the end of this chapter students should be able to: 1. Describe the process of job evaluation 2. Explain what does ‘compensation factors’ mean 3. Do job evaluation by using ranking method 4. Compare and distinguish at least six incentive plans 5. Explain when contingent pay is applicable and when is not 6. Establish and manage an effective compensation system Stress and difficulties: Stress:
1. Definition of compensation management 2. Principles of compensation management
3. factors which could influence compensation management Difficulties:
1. The difference between reward and compensation 2. Various contingent pay
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3. The detailed issues of benefit packages
Part 1: objective of compensation
The objective of the compensation function is to create a system of rewards that is equitable to the employer and employee alike. The desired outcome is an employee who is attracted to the work and motivated to do a good job for the employer. Patton suggests that in compensation policy there are seven criteria for effectiveness. Compensation should be:
1. Adequate. Minimal governmental, union, and managerial levels should be met.
2. Equitable. Each person should be paid fairly, in line with his or her effort, abilities, and training. 3. Balanced. Pay, benefits, and other rewards should provide a reasonable total reward package. 4. Cost-effective. Pay should not be excessive, considering what the organization can afford to pay. 5. Secure. Pay should be enough to help an employee feel secure and aid him or her in satisfying basic
needs.
6. Incentive-providing. Pay should motivate effective and productive work.
7. Acceptable to the employee. The employee should understand the pay system and feel it is a
reasonable system for the enterprise and himself or herself.
Part 2: external influences on compensation
1. The labor market and compensation
Although many feel that human labor should not be regulated by forces such as supply and demand, it does in fact happen. In times of full employment, wages and salaries may have to be higher to attract and retain enough qualified employees, in depressions, pay can be lower. 2. Economic conditions and compensation
Also affecting compensation as an external factor are the economic conditions of the industry, especially the degree of competitiveness, which affects the organization’s ability to pay high wages.
(1) Government influences and compensation (2) Wage controls and guidelines (3) Wage and hour regulations
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(4) Other pay legislation (5) Other government influences
3. Union influences and compensation
Another important external influence on an employer’s compensation program is labor unionization. Unionized workers work longer hours and make more than nonunionized workers.
Part 3: internal influences on compensation
1. The labor budget
2. Who makes compensation decisions
Part 4: compensation decisions
1. Pay for a particular position is set relative to three groups:
(1) Employees working on similar jobs in other organizations (2) Employees working on different jobs within the organization (3) Employees working on the same job within the organization
2. The pay-level decision
The pay-level is decided by managers who compare the pay of people working inside the organization with those outside it.
(1) High-pay strategy (2) Low-pay strategy (3) Comparable-pay strategy (4) Choice of a strategy
3. Pay surveys
Pay surveys are techniques and instruments used to collect data about compensation paid to employees by all employers in a geographic area, and industry, or an occupational group.
(1) Who conducts pay surveys? Pay surveys are conducted by professional and consulting
enterprises, trade associations, the government, unions, and competitors.
(2) Usefulness of surveys. A number of critical issues determine the usefulness of surveys.
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4. The pay structure decision
(1) The next step is to construct an internal pay hierarchy or pay structure. The traditional way to develop the pay structure was to make a systematic comparison between the worth of one job and the worth of another, using job evaluation.
(2) Job evaluation: job evaluation is a formal process by which the relative worth of various jobs in the organization is determined for pay purposes. (3) Four frequently used methods of job evaluation are: Job ranking Classification Point system Factor comparison
(4) Pay classes, rate changes, and classifications
Part 5: methods of payment 1. Flat rates
In the unionized firm where wages are established by collective bargaining, single flat rates rather than different rates re often paid. Using a flat rate correspond to some midpoint on a market survey for a given job. 2. Payment for time worked
The majority of employees are paid for time worked in the form of wages or salaries, defined as follows:
Wage-pay calculated at an hourly rate. Nonexempt employees who are covered by overtime and reporting provisions of the fair labor standards act are paid wages.
Salary-pay calculated at an annual or monthly rate rather than hourly. Those who are exempt from regulations of the fair labor standards act and do not receive overtime pay receive salaries. 3. Variable pay: incentive compensation
International competition and global economic restructuring are requiring businesses to become measurably more productive. Key design factors include
Support by management: executives and line managers must demonstrate commitment
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Acceptance by employees: employees must accept the plan as equitable Supportive organizational culture
Timing: the play must be launched when there is minimal risk of economic downturns that would affect the size of the awards. 4. People-based pay:
(1) Skill-based pay
It can be defined as an alternative to job-based pay. It sets pay levels on the basis of how many skills employees have or how many jobs they can do. (2) Knowledge-based pay
It is defined as a variation that rewards employees for acquiring additional knowledge both within the current job category and in new job categories. (3) Credential-base pay
It rests on the fact that the individual must have a diploma or license or must pass one or more examinations from a third-party professional or regulatory agency. (4) Feedback pay
It is based on aligning pay with strategic business objectives and then establishing a direct connection between the jobholder and his or her part in accomplishing these goals.
Executive pay
Part 6: Issues in compensation administration 1. Pay secrecy or openness
A debatable compensation issue is the extent to which the pay of employees is known by others in the enterprise. There are degrees of secretiveness and openness on pay. 2. Pay security
Current compensation can motivate performance. So can the belief that there will be future security in compensation.
GAW-A few companies provide a guaranteed annual wage to employees who meet certain characteristics.
SUB-in the supplementary unemployment benefits approach, the employer adds to unemployment compensation payments to help the employee achieve income security.
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COLAs-are wage increases or decreases pegged to the rise or fall in the cost of living. 3. Pay compression
Pay compression occurs when employees perceive too narrow a difference hetween their own pay and that of their colleagues.
Chapter 12, international compensation and performance management
Aims and requirements：after learning the content of this chapter, the students are supposed to
1.know the general conditions of international compensation；
2.know the general conditions of performance management of international staff 3.know virtual international assignments Stress and difficulties
Stress：he general conditions of international compensation；
Difficulties：the general conditions of performance management of international staff
Part 1, international compensation
1.variables influencing international compensation strategy 2.compensation for international staff transfers
3.international compensation and the role of national culture
Part 2, performance management of international staff 1.links to the MNC strategy
2.setting individual performance goals
3.providing feedback on progress towards goal achievement
4.providing opportunities for improvement through appraisal feedback and training and development 5.links between results and rewards 6.performance criteria 7.performance appraisal
Part 3, virtual international assignments
It might not be so easy to identify the international aspects of job performance in a virtual assignment as in international assignments involving physical relocation, so determineing individual performance level—outstanding performance, under-performance or failure in virtual assignments—will present a challenge
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三.学时分配 (Time allocated)
章 次 章 目 学时分配 备注 Lots of definitions and cross-national differences in human resouce terms, patient Chapter one mentoring is needed culture in management: the measurement of The same Chapter two differences Chapter three Chapter four HRM in East Asia 4 Hrm in Europe 4 The same as above 2 for mentoring, 2 for case study, \\ Chapter five Chapter six Recruitment and Selection 5 HRM in developing countries 4 The same as above 3 for mentoring, 2 for case study Chapter seven composing an internatinal staff 4 2 for mentoring, 2 for case study, Chapter eight Training and Development 4 2 for mentoring, 2 for case study Chapter nine training and development of international staff 4 2 for mentoring, 2 for 4 as above and organization 4 and careful 29
case study Chapter ten Performance Management 4 2 for mentoring, 2 for case study Chapter eleven Compensation management 4 2 for mentoring, 2 for case study Chapter twelve international compensation and performance management 4 2 for mentoring, 2 for case study
四.课程教学的基本要求
1 课堂讲授：Classroom mentoring
The approaches implemented in the classroom mentoring includes: demonstrating the principal definitions, explaining the important issues regarding to the definitions, cases provided if necessary. A case study illustration is offered after every chapter normally. Quotation in accordance to history incidences is introduced as good supplementation of theoretical explanation. Seldom experiments because of the nature of this module. Sometimes students’ role-play is involved, which is proved to be superb method to strengthen students’ impression.
2课外作业.答疑: Questions and tasks Questions of Chapter 1:
A companyasks you to provide consultancy on essential points to bear in mind when trying to establish subsidiaries in the different business systems put forward by Whitley. Make a checklist and provide recommendations. Questions of Chapter 2:
1.Discuss the various conceptions of culture reviewed in this chapter 2.What is the relationship of culture to human resource management?
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Questions of Chapter 3:
1.What factors might take US HRM models increasingly influential for European HR managers? What elements of the US models are likely to create problems for managers in Europe? 2.what would you consider the competitive advantages of HRM in Europe to be? Questions of Chapter 4:
1.What are the underlying traditional philosophies that may be responsible for the development of some modern HRM concepts in East Asia?
2.What are the driving forces for the current transformation of HRM in East Asia? Questions of Chapter 5:
1.Why is the developing-developed world paradigm problematic in conceptualizing the issues involved in managing people in emerging countries?
2.How appropriate are Western-style HRM practices to emerging countries? Tasks of Chapter 6:
Role-play. Design an interviewing process, two students will act as the interviewer and the interviewee, they are asked to implement as many interviewing techniques as they could in this process, and try best to show what an effective interview is like. Questions of Chapter 7:
1.With the growth in modern communication technologies, such as email and video-conferencing, and the declining costs of international travel, expatriates will become an extinct species! Comment on this statement.
2.With regard to recruitment and selection, actual practice in MNCs seems to be quite different from recommendations for good practice. Why do you think this is the case? Tasks of Chapter 8:
Role-play. Simulate the actual situation in a training process, two or more students involved. They are required to reveal the pros and cons of several different training approaches in this process. Tasks of Chapter 9:
1.Compare and contrast the four types of global assignments. Explain why CCT program will differ depending on the type of global assignment.
2.What factors would you consider in evaluating an e-CCT program? Tasks of Chapter 10:
Role-play. Two or more students will be asked to act as the interviewer and the interviewee in
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performance interview. The interviewer will try his/her best to make the interviewee relaxed, and what’s the most important, to make the interviewee be aware of his/her dissatisfactory performance, and to figure out the reasons causing this, finally, to make plans aimed at improving his/her performance levels together
Tasks of Chapter 11:
Group discussion: The case of a comparison between an American company’s compensation system and a Japanese company’s compensation system Tasks of Chapter 12:
1.What variables influence the development of an international compensation strategy?
2.How can consistency of international compensation across international locations be achieved when local environments differ?
五.本课程与其他课程的联系与分工
本课程的先修课程：.组织行为学 (Organizational Behavior)，人力资源管理（Human resource management）
本课程的后续课程：无
六.建议教材及主要参考资料
1．建议教材（Essential Reading）
Anne-Wil Harzing & Joris Van Ruysseveldt (2004), International Human Resource Management, 2nd ed, SAGE Publication
Gary Dessler （1994），Human Resource Management, 6th ed, Prentice Hall. 2. 主要参考资料 （Recommended Reading）
(1) Stephen Taylor (2003), People Resourcing, CIPD
(2) Torrington, D. et al (2005), Human resource management, 6th edition, Financial Times
Prentice Hall, Essex
(3) Holbeche, L. (2001) Aligning Human Resources and Busines strategy.
Butterworth-Heinemann, Oxford
(4) John Gennard and Graham Judge (2004) Employee relations, 3rd ed. CIPD (5) Rosemary Harrison (2003), Learning and development, 3rd ed. CIPD
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七.课程成绩考核 (Assessment details)
There are two assessment requirements; an examination, and a presentation Assessed Presentation
The presentation (which is a compulsory part of the assessment process) has a weighting of 30% of the marks for the module. You will work in a small group, and be asked to research a particular topic and give a brief (10-15 minutes) presentation to the whole group (and lecturer) on the topic. The mark for the presentation will cover all members of the group, and it is your responsibility to ensure that all members contribute to the research; however, it will not be necessary for all members of the group to participate in the presentation, which will be time-limited to a maximum of fifteen minutes. An example of a presentation topic would be to prepare a report on the advantages to organizations of moving from conventional appraisal to 360 degree feedback. Several topics will be provided as choices, each group are supposed to pick one from the topics.
Marks for the presentation will be awarded using the following criteria:
Knowledge: Does the presentation draw on a range of sources, showing some understanding of complexities and contradictions?
Analysis/Synthesis: Does the presentation go beyond description, showing critical awareness of the issues? Can it put forward ideas and responses to problems raised?
Presentation: Is the presentation structured to fully illustrate points made (including use of images)? Is there accurate use of language and time, and does it sustain interest? Are there perceptive responses to questions? Exam
An end of semester examination will cover this module through explaining some terms mentioned in this module, multi-choices questions, questions to be given brief answers and a case study. Students will be asked to finish the exam in two hours. The exam will cover specifically important points appeared in the 10 chapters of this module, it has a weighting of 70% of the marks for the module, and it will be a closed book examination.
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