Archive for month: November, 2023

CHAPTER 1 ll-JTRODUCTIOIR

 

SCOPE OF THE BOOK

 

The field of international H R M has been characterized by three broad approaches.’ The first^ emphasizes cross-cultural management: examining h u m a n behavior w i t h i n organizations f r o m an international perspective. A second approach developed f r o m the comparative industrial relations and H R M literature^ and seeks to describe, compare and analyze H R M systems in var-ious countries. A t h i r d approach seeks to focus on aspects of H R M in multinational firms . ” These approaches are depicted in Figure 1 . 1 . I n this book, we take the t h i r d approach . O u r objective is to explore the implications that the process of internationalization has for the activ-ities and policies of H R M . I n particular, we are interested i n h o w H R M is practiced in multina – tional enterprises ( M N E s ) .

 

FIGURE 1 .1 Inter-relationships between approaches to the field

 

IHRM In the

Comparative

multinational

HRand IR

context

systems

 

As Figure 1.1 demonstrates, there is an inevitable overlap between the three approaches when one is attempting to provide an accurate view of the global realities of operating in the international business environment . Obviously, cross-cultural management issues are impor – tant when dealing w i t h the cultural aspects of foreign operations. Some of these aspects w i l l be taken up in Chapter 2 where we deal w i t h the cultural context of H R M in the host country context – indicated by (a) in Figure 1 . 1 . Chapter 9 deals w i t h international industrial relations and the global institutional context and draws on literature from the comparative IR field –

 

(b) in the above figure. W h i l e the focus of much of this book is on the established M N E – a f i r m w h i c h owns or controls business activities in more than one foreign country – we recog-nize that small, internationalizing firms w h i c h are yet to reach multinational f i r m status, and family – owned firms, also face international H R M issues and many of these issues are addressed i n Chapter 4 .

 

DEFINING INTERNATIONAL HRM

 

Before we can offer a definition of international H R M , we should first define the general field of H R M . Typically, H R i M refers to those activities undertaken by an organization to effectively utilize its human resources. These activities w o u l d include at least the f o l l o w i n g :

 

Human resource planning.

 

Staffing (recruitment, selection, placement).

 

• Performance management.

 

Training and development.

 

• Compensation (remuneration) and benefits.

 

• • Industrial relations.

 

 

The q i oped t dimem

 

1Thus,

 

( H C N : some c nation; t u r n is M o resour,

I H R M and St: bound. more £ H R M I H R M single . text w i

 

Wha

 

‘inpatr

CHAPTER 1 INTRODUCTION

 

The question is of course w h i c h activities change when H R M goes international? A model devel-oped by Morgan^ is helpful i n terms of answering this question. H e presents I H R M on three dimensions:

 

 

The broad human resource activities of procurement, allocation and utilization. (These three broad activities can be easily expanded Into the six HR activities listed above.)

 

The national or country categories involved in international HRM activities:

 

• the host-country where a subsidiary may be located:

 

• • the parent-country where the firm is headquartered; and

 

• • • ‘other’ countries that may be the source of labor, finance and other inputs.

 

• • • The three categories of employees of an International firm:

 

• • • host-country nationals (HCNs);

 

• • • parent-country nationals (PCNs); and

 

• • • third-country nationals (TCNs).

 

Thus, for example, the US multinational I B M employs British citizens i n its British operations ( H C N s ) , often sends US citizens (PCNs) to Asia-Pacific countries on assignment, and may send some of its Singaporean employees on an assignment to its Chinese operations (as T C N s ) . The nationality of the employee is a major factor in determining the person’s ‘category’, which in t u r n is frequently a major driver of the employee’s compensation and employment contract.

 

M o r g a n

defines

international H R M as

the interplay among the three dimensions of

human

resource

activities,

type o f employees and countries

of

operation.

We can see that in broad terms

I H R M

involves the same activities as domestic H R M (e.g. procurement refers to H R

planning

and staffing). However, domestic

H R M is involved

w i t h employees within

only one

 

national

boundary.

Increasingly, domestic

H R M is taking

on

some of

the flavor of

I H R M as

it deals

more

and

more

w i t h a

multicultural workforce . Thus, some

of the current focus of

domestic

H R M

 

on issues of managing workforce diversity

may prove to be beneficial to the practice of

I H R M . H o w e v e r , it must be remembered

that the way i n w h i c h diversity is managed

 

w i t h i n a

single

national,

legal and

cultural

context

may not necessarily

transfer to a multinational con-

text w i t h o u t some

modification .

 

What is an expatriate?

 

One obvious difference between domestic and international H R M is diat staff are moved across national boundaries into various roles w i t h i n the international firm’s foreign operations – these employees have traditionally been called ‘expatriates’. A n expatriate is an employee w h o is w o r k i n g and temporarily residing in a foreign couniry . M a n y firms prefer to call such employees ‘international assignees’. W h i l e it is clear in the literature that PCNs are always expatriates, it is often overlooked that T C N s are also expatriates, as are H C N s w h o are transferred into parent country operations outside their o w n home country.*’ Figure 1.2 illustrates h o w all three catego-ries may become expatriates.

 

The term inpatriate has come into vogue to signify the transfer of subsidiary staff into the parent country (headquarters) operations . ‘ For many managers this term has added a level of confusion surrounding the definition of an expatriate. The (US) Society for H u m a n Resource Management defines an inpatriate as a ‘foreign manager in the US’. Thus, an inpatriate is also defined as an expatriate. A further indication of the confusion created by the use of the term ‘inpatriate’ is that some writers in international management define all H C N employees as inpa – triates. H C N s only become ‘inpatriates’ when they are transferred into the parent – country oper-ations as expatriates, as illustrated in Figure 1.2.

4 CHAPTER 1 INTRODUCTiOM

 

Given the substantial amount of jargon in I H R M , it is questionable as to whether the term ‘inpatriate’ adds enough value to justify its use. However, some firms n o w use the term ‘inpatri – ate’ for all staff transferred into a country . For clarity, we w i l l use the term expatriate through-out this text to refer to employees w h o are transferred out of their home base/parent country into some other area of the firm’s international operations. In doing so, we recognize that there is increasing diversity w i t h regard to w h a t constitutes international w o r k , the type and length of international assignments and the increasingly strategic role of the FIR function in many organi-zations, w h i c h in t u r n influences the nature of some expatriate roles.

 

FIGURE 1 ,2 International assignments create expatriates

National

border

Stahl, B j o r k m a n and M o r r i s have recognized this expansion in the scope of the field of I H R M in their Handbook of Research in International Human Resource Management where they define the field of I H R M as follows:

 

We define the field of IHRM broadly to cover all issues related to managing the global workforce and its contribution to firm outcomes. Hence, our definition of IHRM covers a wide range of human resource issues facing MNEs In different parts of their organizations. Additionally we Include compara-tive analyses of HRM In different countries.^

 

We believe that this broad definition accurately captures the expanding scope of the I F I R M field and we w i l l use this definition in this book .

DIFF RENCES BETWEEN DOMESTIC

 

AND INTERNATIONAL HRM

 

In our view, the complexity of operating in different countries and employing different national categories of workers is a key variable that differentiates domestic and international H R M , rather than any major differences between the H R M activities performed . D o w l i n g ^ argues that the complexity of international H R can be attributed to six factors:

 

1 More HR activities. , .

 

2 The need for a broader perspective.

CHAPTER 1 INTRODUGTiON

 

• • • • More involvement in employees’ personal lives.

 

Changes in emphasis as the workforce mix of expatriates and locals varies.

 

• Risk exposure.

 

• • Broader external influences.

 

Each of these factors is n o w discussed i n detail to illustrate its characteristics.

 

 

More HR activities

 

T o operate in an international environment, a h u m a n resources department must engage in a number of activities that w o u l d not be necessary in a domestic environment . Examples of required international activities are:

 

International taxation;

 

international relocation and orientation; administrative services for expatriates; host-government relations;

 

language translation services.

 

Expatriates are subject to international taxation, and often have both domestic (i.e. their home-country) and host-country tax liabilities. Therefore, tax equalization policies must be designed to ensure that there is no tax incentive or disincentive associated w i t h any particular interna-tional assignment.’*^ The administration of tax equalization policies is complicated by the wide variations in tax laws across host countries and by the possible time lag between the completion of an expatriate assignment and the settlement of domestic and international tax liabilities. In recognition of these difficulties, many M N E s retain the services of a major accounting f i r m for international taxation advice.

 

International relocation and orientation involves the f o l l o w i n g activities:

 

• • • arranging for pre-departure training;

 

• • • providing immigration and travel details;

 

• • • providing housing, shopping, medical care, recreation and schooling Information;

 

• • • finalizing compensation details such as delivery of salary overseas, determination of various overseas allowances and taxation treatment.

 

The issues involved when expatriates return to their home – country (repatriation) are covered in detail in Chapter 7. iVIany of these factors may be a source of anxiety for the expatriate and require considerable time and attention to successfully resolve potential problems – certainly m u c h more time than w o u l d be involved in a domestic transfer/relocation such as L o n d o n to Glasgow, F r a n k f u r t to M u n i c h , N e w Y o r k to Dallas, Sydney to M e l b o u r n e , or Beijing to Shanghai.

 

A n M N E also needs to provide administrative services for expatriates i n the host countries i n w h i c h it operates. Providing these services can often be a time – consuming and complex activity because policies and procedures are not always clear-cut and may conflict w i t h local conditions . Ethical questions can arise when a practice that is legal and accepted in the host country may be at best unethical and at worst illegal in the home country . For example, a situation may arise in w h i c h a host country requires an A I D S test for a w o r k permit for an employee whose parent

 

6 CHAPTER 1 INTRODUCTION

 

f i r m is headquartered i n the USA, where employment-related A I D S testing remains a controver-sial issue. H o w does the corporate H R manager deal w i t h the potential expatriate employee w h o refuses to meet this requirement for an A I D S test and the overseas affiliate w h i c h needs the services of a specialist expatriate f r o m headquarters? These issues add to the complexity of pro-viding administrative services to expatriates.

 

Host – government relations represent an important activity for the H R department i n an M N E , particularly in developing countries where w o r k permits and other i m p o r t a n t certificates are often more easily obtained when a personal relationship exists between the relevant govern-ment officials and multinational managers. M a i n t a i n i n g such relationships helps resolve poten-tial problems that can be caused by ambiguous eligibility and/or compliance criteria for documentation such as w o r k permits . US-based multinationals, however, must be careful i n h o w they deal w i t h relevant government officials, as payment or p a y m e n t – i n – k i n d , such as din – ners and gifts, may violate the US Foreign C o r r u p t Practices A c t ( F C P A ) . ” Provision of lan-guage translation services for internal and external correspondence is an additional international activity for the H R department. M o r g a n ‘ ^ notes that if the H R department is the major user of language translation services, the role of this translation g r o u p is often expanded to provide translation services to all foreign operation departments w i t h i n the M N E .

 

The need for a broader perspective

 

H u m a n resource managers w o r k i n g i n a domestic environment generally administer programs for a single national g r o u p of employees w h o are covered by a u n i f o r m compensation policy and taxed by one national government . Because H R managers w o r k i n g in an international envi-ronment face the problem of designing and administering programs for more than one national group of employees (e.g. P C N , H C N and T C N employees w h o may w o r k together in Z u r i c h at the European regional headquarters of a US-based multinational), they need to take a broader view of issues. For example, a broader, more international perspective on expatriate benefits w o u l d endorse the view that all expatriate employees, regardless of nationality should receive a foreign service or expatriate p r e m i u m w h e n w o r k i n g i n a foreign location . Yet some M N E s that routinely pay such premiums to their P C N employees on overseas assignment (even if the assign-ments are to desirable locations) are reluctant to pay premiums to foreign nationals assigned to the home country of the f i r m . Such a policy confirms the traditional perception of m a n y H C N and T C N employees that P C N employees (particularly US and European PCNs) are given pref-erential treatment. ‘^ Complex equity issues-.arise when employees of various nationalities w o r k together, and the resolution of these issues remains one of the major challenges in rhe I H R M field . (Equity issues w i t h regard to compensation are discussed in Chapter 8.)

 

More involvement in employees’ personal lives

 

A greater degree of involvement in employees’ personal lives is necessary for the selection, train-ing and effective management of both P C N and T C N employees. The H R department or H R professional needs to ensure that the expatriate employee understands housing arrangements, health care, and all aspects of the compensation package provided for the assignment (cost-of – living allowances, premiums, taxes and so on). M a n y M N E s have an ‘International H R Ser-vices’ section that coordinates administration of the above programs and provides services for PCNs and T C N s , such as handling their banking, investments, home rental while on assign-ment, coordinating home visits and final repatriation .

 

In the domestic setting, the H R department’s involvement w i t h an employee’s family is rela-tively limited and may not extend beyond p r o v i d i n g employee benefits such as health insurance coverage for eligible family members and some assistance in relocating the employee and family members. I n the international setting, however, the H R department must be much more

 

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CHAPTER 1 INTRODUCTION

 

involved in order to provide the level of support required and w i l l need to k n o w more about the employee’s personal life. For example, some national governments require the presentation of a marriage certificate before granting a visa for an accompanying spouse. Thus, m a r i t a l status could become an aspect of the selection process, regardless of the best intentions of the M N E to avoid using a potentially discriminatory selection criterion . In such a situation, the H R depart-ment should advise all candidates being considered for the position of the host country’s visa requirements w i t h regard to marital status and a l l o w candidates to decide whether they wish to remain in the selection process. A p a r t f r o m p r o v i d i n g suitable housing and schooling in the assignment location, the H R department may also need to assist children placed at boarding schools in the home country – a situation that is less frequently encountered in the United States but relatively c o m m o n in many other countries, particularly former British colonies such as Sin-gapore, H o n g K o n g , Australia and N e w Zealand and in E u r o p e . I n more remote or less hospi-table assignment locations, the H R department may be required to develop, and even r u n , recreational programs . For a domestic assignment, most of these matters either w o u l d not arise or w o u l d be seen as the responsibility of the employee rather than the H R department. In a sense the ‘psychological contract’ is n o w between the M N E and the entire immediate family of the international assignee.

 

Changes in emphasis as the workforce mix of PCNs and HCNs varies

 

As foreign operations mature, the emphasis put on various h u m a n resource activities change. For example, as the need for PCNs and T C N s declines and more trained locals become avail-able, resources previously allocated to areas such as expatriate taxation, relocation and orienta-tion are transferred to activities such as local staff selection, training and management development. The latter activity may require the establishment of a p r o g r a m to bring high – potential local staff to corporate headquarters for developmental assignments. The need to change emphasis in H R operations as a foreign subsidiary matures is clearly a factor that w o u l d broaden the responsibilities of local H R activities such as human resource planning, staffing, training and development and compensation.

 

Risk exposure

 

Frequently the human and financial consequences of failure in the international arena are more severe than in domestic business. For example, while we discuss the topic in more detail in Chapter 5, expatriate failure (the premature return of an expatriate from an international assign-ment) and Linder-performance while on international assignment is a potentially high-cost prob-lem for M N E s . The direct costs of failure (salary, training costs, travel costs and relocation expenses) Co the parent f i r m may be as high as three times the domestic salary plus relocation expenses, depending on currency exchange rates and location of assignments. Indirect costs such as loss of foreign market share and damage to key host-country relationships may be considerable.

 

Another aspect of risk exposure that is relevant to I H R M is terrorism, particularly since the W o r l d Trade Center attack in N e w Y o r k in 2 0 0 1 . M o s t major M N E s must n o w consider politi – cal risk and terrorism when planning international meetings and assignments and spending on protection against certotism is increasing. Terrorism has also clearly had an effect on the way in which employees assess potential international assignment locations.’*’ The H R department may also need to devise emergency evacuation procedures for highly volatile assignment loca-tions subject to political or terrorist violence, or major epidemic or pandemic crises such as severe acute respiratory syndrome (SARS) and avian influenza.^” For a comprehensive analysis of the impact of SARS on human resource management in the H o n g K o n g service sector, see Lee and W a r n e r . ”

CHAPTER 1 INTRODUCTION

 

Broader external influences

 

The major external factors that influence I H R M are the t)’pe of government, the state of the economy and the generally accepted practices of doing business in each of the various host countries i n w h i c h M N E s operate. A host government can, for example, dictate h i r i n g proce-dures, as has been the case u n t i l recently i n Malaysia . The Malaysian Government d u r i n g the 1970s introduced a requirement that foreign firms comply w i t h an extensive set of affirmative action rules designed to provide additional employment opportunities for the indigenous M a l a y ethnic g r o u p w h o constitute the majority of the p o p u l a t i o n of Malaysia but tend to be under-represented in business and professional employment groups relative to Chinese Malaysians and Indian Malaysians . Various statistics showing employment levels of indigenous Malays t h r o u g h o u t the f i r m (particularly at middle and senior management levels) were required to be forwarded to the relevant government department. M a n y foreign investors regarded these requirements as a major reason for complaints about bureaucracy and inflexibility with regard to perceived affirmative action appointments at management level in Malaysia and these com-plaints are one significant reason for the subsequent revision of these requirements.

 

 

I n developed countries, labor is more expensive and berrer organized than in less-developed countries and governments require compliance w i r h guidelines on issues such as labor relations, taxation and health and safety. These factors shape the activities of the subsidiary H R manager to a considerable extent. In less-developed countries, labor tends to be cheaper, less organized and government regulation is less pervasive, so these factors take less time. The subsidiary H R manager must spend more time, however, learning and interpreting the local ways of doing business and the general code of conduct regarding activities such as gift giving and employment of family members. I t is also likely that the subsidiary H R manager w i l l become more involved i n administering benefits either provided or financed by the M N E , such as housing, education and other facilities n o t readily available i n the local economy .

 

VARIABLES THAT MODERATE DIFFERENCES BERA/EEN DOMESTIC AND INTERNATIONAL HRM

 

Earlier in this chapter it was argued that the complexit)’ involved i n operating i n different coun-tries and employing different national categories of employees is a key variable that differenti-ates domestic and international H R M , rather than any major differences between the H R M activities performed . M a n y firms f r o m advanced economies w i t h limited experience in interna-tional business underestimate the complexities involved in successful international operations – particularly in emerging economies. There is considerable evidence to suggest that business fail-ures i n the international arena are often linked to poor management of human resources. I n addition to complexit)’, there are four other variables that moderate (that is, either diminish or accentuate) differences between domestic and international H R M . These four additional moder-ators are:

 

The cultural environment.

 

The industry (or industries) with which the multinational is primarily involved.

 

The extent of reliance of the multinational on its home-country domestic market.

 

The attitudes of senior management.

 

Together

w i t h the complexity involved in operating in different countries, these five variables

constitute

a model that explains the differences

between domestic and international H R M

(see Figure 1.3).

N

 

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Activity 1

In this week’s video Professor  Koschmann moves beyond conventional views of organizational  communication. Reflect for a moment on the video ideas. What does  Professor Koschmann mean by the “flat earth” approach? Why do you  believe this approach inadequate? Post your responses to at least 2 of   your colleagues’ posts.

Activity 2

Think about a recent communication you  have experienced with a manger or co-worker in your organization.  Thoroughly describe the experience using the Components of  Communication  found on pages 10 and 11 of your text. What meaning was negotiated during your interaction?  Respond  to at least 2 of your colleagues.

Activity 3

This questions in this activity relate  to Chapter 2 in your textbook. First, develop and share your thoughts  about the definition of language. What is language? What are some of the  ways language can be an obstacle to communication? Select one of your  obstacles and share your personal example/experience. What emphasis  strategies could have been employed to address any of the obstacles you  identified? Be sure to develop your ideas fully and then respond to at  least 2 your colleagues.

 

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Question 1

5 / 5 points

When children play games that require them to experience the concepts of inside, under, and next to, before having to apply those concepts on paper, the teacher is demonstrating awareness of what aspect of developmental direction?

Question options:

 

 

a)

Known to unknown

 

 

b)

Simple to complex

 

 

c)

Exploratory to goal directed

 

 

d)

Accurate to inaccurate

 

Question 2

0 / 5 points

 

Carrie, age 4, is visually impaired. She wears glasses that help but are not sufficient for her to see quite well. In her IEP, her intelligence and her hearing are within normal ranges. There is a note that her social skills are underdeveloped and she has been very indulged at home. She leaves group activities or whines or disturbs others during group experiences. Which strategies are NOT likely to be helpful?

Question options:

 

 

a)

Ask her to sit with another     adult or near the leader close enough for her to see.

 

 

b)

Give her something to hold or something     to do physically during most of group time.

 

 

c)

Exclude her from group time and     ask her parent to pick her up early.

 

 

d)

Use a lot of participation where     her physical and aural/oral abilities are used.

 

Question 3

5 / 5 points

 

Before going outside to plant seeds in the garden on the playground, Mr. Menendez models poking a hole in dirt with his finger, placing a seed in the hole, sprinkling dirt on top of the seed, and pouring a small amount of water over the newly-planted seed. He says things like, “What did I do first?” and “Are you ready to plant our seeds?” This is likely what kind of activity?

Question options:

 

 

a)

Planned demonstration

 

 

b)

Spontaneous demonstration

 

 

c)

Exploration

 

 

d)

Direct instruction

 

Question 4

5 / 5 points

 

What is the best closing to complete a 20-minute group time?

Question options:

 

 

a)

“That is all for     today.”

 

 

b)

“You will have to hurry in     getting your coats on. You don’t want to miss the bus.”

 

 

c)

“Children wearing red may     go first. Now those wearing green ….”

 

 

d)

Stop speaking, stand up, and     walk to the food cart.

 

Question 5

5 / 5 points

 

Mr. Frank has observed that some children are playing chase and wrestling on the playground. Other children seem to be distressed by the big body play. What type of special group experience would best be used in this situation?

Question options:

 

 

a)

Greeting

 

 

b)

Story Telling

 

 

c)

Class meeting

 

 

d)

Reporting

 

Question 6

5 / 5 points

 

What is a “teachable moment”?

Question options:

 

 

a)

A spontaneous learning     opportunity for the child

 

 

b)

A short time interval between     two scheduled activities

 

 

c)

A planned activity in which the     teacher highlights what the children learned that day in a fun and     meaningful way

 

 

d)

A brief teaching time when     children and teachers plan what they will do next

 

Question 7

5 / 5 points

 

At group time, Mrs. Rausch is talking to 20 three-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

Question options:

 

 

a)

Pass around a dog brush, waiting     for each child to touch it and ask a question or make an observation about     it.

 

 

b)

Read a story about a child who     takes care of his pet dog.

 

 

c)

Have several dog brushes for the     children to look at in smaller groups around the circle.

 

 

d)

Observe a dog being groomed     while its owner explains what is happening.

 

Question 8

5 / 5 points

 

What activity would happen in a group time that incorporates the Author’s Chair?

Question options:

 

 

a)

Mrs. Jones selects an author of     the week and reads the children a story by that author while sitting in her     rocking chair at group time.

 

 

b)

A child selects a favorite     author from books in the book basket, then goes up and shows the others the     book selected.

 

 

c)

Five-year-old Melissa reads a     story she wrote herself to the others in her class.

 

 

d)

Five-year-old Melissa shares a     favorite picture book from home and then the teacher and the children talk     about the author and the illustrator.

 

Question 9

5 / 5 points

 

Which of the following statements describes a common goal for every whole group time?

Question options:

 

 

a)

Children listen to a story.

 

 

b)

Children develop a sense of     community.

 

 

c)

Children learn to follow     directions and listen for details.

 

 

d)

Children learn about the new     activities for the day.

 

Question 10

5 / 5 points

 

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

Question options:

 

 

a)

Placement so that every child     can see and hear

 

 

b)

Ensure enough space between     children for all planned activities

 

 

c)

Organizing materials so that     they are immediately at hand and in the order needed

 

 

d)

Keeping the group size to 10     children or fewer

 

Question 11

5 / 5 points

 

Mr. Jarvis wants to incorporate a show and tell routine into his Tuesday kindergarten schedule. Which of the following things should he consider FIRST as he develops this routine?

Question options:

 

 

a)

How many children will bring in     items to show each Tuesday

 

 

b)

What his goals are for show and     tell

 

 

c)

What to do about children who     forget to bring something to show

 

 

d)

What rules should govern the     show and tell activity and how will he enforce them in a positive way

 

Question 12

5 / 5 points

 

The teacher has developed a counting activity in which children are counting shells. Which of the following statements of content best fit this activity?

Question options:

 

 

a)

Shells come in many colors.

 

 

b)

Shells are sometimes large and     sometimes small.

 

 

c)

Shells were once the home of     tiny animals that live in the ocean.

 

 

d)

When counting, each object is     counted only once.

 

Question 13

5 / 5 points

 

The short form of the lesson plan is suited for teachers who:

Question options:

 

 

a)

are more experienced, and     therefore need to record fewer details.

 

 

b)

are not provided paid time for     lesson planning, and may be too busy to have time for the long form.

 

 

c)

work alone and do not need to     communicate activity plans in detail to coworkers.

 

 

d)

have less experience writing     plans and are writing simpler activities.

 

Question 14

5 / 5 points

 

Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play. She observed the children’s explorations, then asked questions such as, “Which of these containers holds the most? How do you know?” She was prepared to accept any answer the children might give and to build on their answers with further questions and challenges. What activity type does the water table represent?

Question options:

 

 

a)

The water table was a direct     instruction activity.

 

 

b)

The water table was a     problem-solving activity.

 

 

c)

The water table was an     exploratory activity.

 

 

d)

The water table was a guided     discovery activity.

 

Question 15

5 / 5 points

 

The teacher notices that over the past several days, children have been leaving toys out on the playground. He decides to address the problem during group time. Which of the following group times would offer the best vehicle for addressing the problem?

Question options:

 

 

a)

Planning times

 

 

b)

Class meetings

 

 

c)

Brainstorming Groups

 

 

d)

Plan-do-review

 

Question 16

5 / 5 points

 

Which of the following parts of the activity plan should reflect the concept of developmental direction?

Question options:

 

 

a)

The materials

 

 

b)

The content

 

 

c)

The objectives

 

 

d)

The title

 

Question 17

5 / 5 points

 

Of the following activity types, which one gives children the least control over what happens in the activity?

Question options:

 

 

a)

Demonstrations

 

 

b)

Direct Instruction

 

 

c)

Discussions

 

 

d)

Guided Discovery

 

Question 18

5 / 5 points

 

Which strategy is NOT required as part of a brainstorming group time about insects?

Question options:

 

 

a)

Read a factual book about     insects to the children.

 

 

b)

Invite children to talk about     what they know about insects.

 

 

c)

Discuss how children want to     find out new things about insects.

 

 

d)

Record what children want to     learn about insects.

 

Question 19

5 / 5 points

 

Your textbook described the concept of developmental direction. Which of the following is an example of whole to part?

Question options:

 

 

a)

Arnold learns the concepts of     tall and short by building towers of blocks and then applies this knowledge     to identifying tall and short objects pictured side by side in photographs.

 

 

b)

Hannah practices fine motor     skills by cutting out paper shapes and then recites the names of the     shapes.

 

 

c)

Carl learns the meaning of a     word by memorizing a song and then using the same word in another song     later.

 

 

d)

Sarah sees and hears the teacher     read the same story many times and then begins to pick out certain words in     the text herself.

 

Question 20

0 / 5 points

 

During Miss Gross’s carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?

Question options:

 

 

a)

Scan the group to determine     children’s interest level and to see if the problem appears to center on     any particular child.

 

 

b)

Stop what she is doing and scold     the children for inattentive behavior.

 

 

c)

Increase the volume of her voice     and continue as though nothing is amiss.

 

 

d)

Stop the group time and involve     the children in a discussion about the group time rules.

 

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Question 1 of 20   Participation may be undesirable in all of the following situations EXCEPT when:     A. follower commitment is not necessary.     B. the tasks are complex and quality is important.     C. time is of the essence.     D. interaction between leader and followers is restricted.

Question 2 of 20   Genencor International started its employee participation program:     A. when they built a new headquarters.     B. after the leadership team took a trip to Japan.     C. after they hired a new CEO.     D. as a routine part of doing business.

Question 3 of 20   Li Wei is under pressure to make a quick decision on a project with which she has considerable expertise and experience. Her team is inexperienced and generally supportive, and she needs the members’ strong commitment to implement her decision. In this situation, Li Wei should:     A. make decisions by herself.     B. allow for employee participation.     C. seek more information.     D. delegate the decision to the group.

Question 4 of 20   The more __________ a culture, the less likely it is that employees will participate in decision making.     A. coolectivist     B. ascriptive     C. power oriented     D. flexible

Question 5 of 20   Which cultural values will least likely support employee participation and empowerment?     A. high power distance     B. collectivist     C. humane orientation     D. high time (future) orientation

Question 6 of 20   The leadership traits identified by IBM to revive the company include which of the following?     A. being a visionary     B. developing people and enabling growth     C. being able to take charge     D. having both task and people skills

Question 7 of 20   In spite of cultural and other differences, one of the keys to successful implementation of teams is:     A. follower’s involvement.     B. organizational policies.     C. slow implementation.     D. leader’s belief in participation.

Question 8 of 20   Which of the following is one of the goals of delegation?     A. help th eleader with excessive workload     B. share power with employees     C. empower employees     D. increase the leader’s power

Question 9 of 20   Leaders should generally not delegate which type of tasks or decisions?     A. Strategic decisions     B. Personnel decisions     C. Manufacturing tasks     D. Quality control

Question 10 of 20   Which underlying factor may be a contributing factor to leader’s inability to delegate?     A. follower’s personality   B. leader’s personality     C. organizational policies     D. organizational culture

Question 11 of 20   __________ are more likely to find it difficult to delegate task to their followers.     A. Experienced managers     B. Relationship-oriented leaders     C. Leaders who have trouble developing positive LMX     D. Type A leaders

Question 12 of 20   In teams, members often share:     A. a culture.     B. norms.     C. history.     D. personal experiences.

Question 13 of 20   Self-managed teams use leadership based on:     A. cooperation.     B. consideration.     C. shared responsibility     D. facilitation.

Question 14 of 20   __________ is one of the key factors in effective teams.     A. Building trust     B. A good leader     C. Clear rules     D. A goal handed down from upper management

Question 15 of 20   Robert wants to increase the trust among his team members. What should he do?     A. an exchange procesCreate friendly competition among the members.     B. Set up formal communication mechanisms.     C. Reward cooperation.     D. Assign a formal leader.

Question 16 of 20   __________ is intended to teach team members to monitor, assess and correct their behavior in the team.     A. Self-guided correction     B. Cross training     C. Coordination training     D. Assertiveness training

Question 17 of 20   Self-leadership is similar to which of the other theories of leadership?     A. Fiedler’s Contingency Model     B. The LMX model     C. The substitutes for leadership     D. Situational leadership

Question 18 of 20   The use of teams in the U.S. was triggered by:     A. globalization.     B. the growth of the Chinese economy.     C. failure of the U.S. management methods.     D. the successful use of teams in Japan.

Question 19 of 20   Instead of team-based management, Australian researchers have proposed the concept of __________ to involve individuals in teams in Western cultures.     A. collaborative individualism     B. self-leadership     C. participation     D. transformational leadership

Question 20 of 20   Self-leaders __________ instead of __________.     A. keep information; sharing information.     B. make sure everyone is on board; letting employees develop their own goals.     C. provide a vision; letting the team set goals.     D. encourage creativity; conformity.

 

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1. How could assessment be used to create a productive work team?

2. List and explain the characteristics of effective 360-degree feedback systems.

3. Why do companies develop formal mentoring programs? What are the potential benefits for the mentor? For the protégé?

4. Your boss is interested in hiring a consultant to help identify potential managers among current employees of a fast-food restaurant. The manager’s job is to help wait on customers and prepare food during busy times, oversee all aspects of restaurant operations (including scheduling, maintenance, on-the-job training, and food purchase), and help motivate employees to provide high-quality service. The manager is also responsible for resolving disputes that might occur between employees. The position involves working under stress and coordinating several activities at one time. She asks you to outline the type of assessment program that you believe would do the best job of identifying employees who will be successful managers. What will you tell her?

5. Many employees are unwilling to relocate because they like their current community, and their spouses and children prefer not to move. Yet employees need to develop new skills, strengthen skill weaknesses, and be exposed to new aspects of the business to prepare for management positions. How could an employee’s current job be changed to develop management skills without having to relocate them?

6. What is coaching? Is there one type of coaching? Explain.

7. Why should companies be interested in helping employees plan their development? What benefits can companies gain? What are the risks?

8. What are the manager’s roles in a development system? Which role do you think is most difficult for the typical manager? Which is the easiest role? List the reasons why managers might resist involvement in career management.

9. What should be included in a development plan? What do you think is the most important part of the plan for ensuring that employees develop? Explain your choice.

10. Should a company identify and formally acknowledge its high-potential managers or should it be kept secret? Should managers know they are considered high-potential managers? Explain your positions.

11. Nationwide Financial, a 5,000-employee life insurance company based in Columbus, Ohio, uses the nine-box grid for its succession review. What type of development plans and activities would you recommend for solid but not outstanding performers429with moderate leadership potential? How would these plans differ from employees with high potential and high performance (stars)? Explain.

12. Explain the four steps in on-boarding. What should new hires learn at each step? How might social media or the Internet aid the on-boarding process?

13. What is bench strength? Is it important for companies to have bench strength? Why? How does succession planning influence a company’s bench strength?

 

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