Definition of International Human Resource Management (IHRM)

Definition of International Human Resource Management (IHRM) International Human Resource Management includes the firms work systems and its employment practices. It embraces both individual and collective aspects of people management. It is not restricted to any one style or ideology. It engages the energies of both line and specialist managers (where the latter exists) and typically entails a range of messages for a variety of workforce groups. (Boxhall, P. and Purcell, J. 2008). HRM responsibilities include: Recruitment and selection Training and development Human resource planning Assessing performance of employees Payment and reward systems Initiatives to align employee developments to corporate strategies. International Human Resource Management (IHRM) Boxall, P. (1992) defined International Human Resource Management (IHRM) as concerned with the human resource problems of multinational firms in foreign subsidiaries (such as expatriate management) or more broadly, with the unfolding HRM issues that are associated with the various stages of the internationalisation process. (Boxhall, P. 1992). Mark Mendenhall (2000) sought to be more specific by outlining a number of criteria relevant to a definition of IHRM: IHRM is concerned with HRM issues that cross national boundaries or are conducted in locations other than the home country headquarters. IHRM is concerned with the relationships between the HRM activities of organisations and the foreign environments in which the organisations operate. IHRM includes comparative HRM studies; e.g. differences in how companies in Japan, Thailand, Austria and Switzerland plan for upgrading of employee skills and so on. What IHRM is not IHRM does not include studies that are focused on issues outside the traditional activities inherent in the HRM function. E.g. leadership style is not IHRM, unless specifically linked to an HRM function; developing a selection programme to measure and select global leaders would arguably lie within the domain of organisational behaviour. IHRM does not include studies of HRM activities in single countries. E.g. a study of personnel selection practices in Saudi Arabia, whether undertaken by an English, German or Canadian researcher, is still a study about domestic HRM in Saudi Arabia. Though such studies may have interest to those who work in international HRM issues, they are essentially examples of domestic HRM research. IHRM approaches Ethnocentric: key positions filled by nationals of parent company Polycentric: host country nationals recruited to manage subsidiary in their own country Geocentric: best people recruited, whatever their nationality Regiocentric: best people recruited within region in which the subsidiary operates (e.g. EU, USA). IHRM solutions Choice of IHRM approach depends upon: Degree and type of internationalisation Type of industry and markets served Characteristics of staff Cultural preferences. Advantages and disadvantages of a decentralised approach to IHRM Advantages Groups within the subsidiary can gain in status Groups within the subsidiary become more cohesive, fostering group identity IHRM takes place within a culture appropriate to the local workforce and customers Disadvantages Tendency to become exclusive Loss of central control, higher administrative costs as HRM function is sent down the line Loss of organisational control and organisational identity Work and Islamic culture Latifi (1997) identified the following work-related values of Islamic culture: Equality before God Individual responsibility within a framework of cooperation with others A view that people in positions of power should treat subordinates kindly, as if their subordinates are brothers or sisters Fatalism, but also a recognition of personal choice Encouragement of consultation at all levels of decision-making, from family to the wider community. IHRM and training and development Training and development increases in complexity as MNEs move abroad. Types of training and development depends on a number of factors: The degree to which management is centralised. The types of workers employed in subsidiaries or joint ventures. The importance of branding, and the extent to which employees are expected to reflect the brand. The cultural expectations of training. In a global company, the training may well be centralised so that suppliers, employees and distributors are aware of the brand image that needs to be communicated. E.g. in Ford training programmes are set up centrally, and then translated and delivered to all main suppliers, subsidiaries and distributors. If, however, a more polycentric approach is taken, then the training may well be far more local, and more in line with the local culture Cross-cultural awareness Support provided for employees moving to overseas subsidiaries: Environmental briefings Cultural orientation Cultural assimilation Language training Sensitivity training Field experience. IHRM and reward strategies To design an appropriate reward strategy for employees taking up an international position, may require a number of factors to be considered, including: A knowledge of the laws, customs, environment, and employment practices of the foreign countries. Familiarity with currency relationships and the effect of inflation on compensation. An understanding of the allowances appropriate to particular countries, etc. For example, awareness of employment related legislation in the country of operation is vital to an appropriate international reward structure. India has as many as 45 labour laws at national level and close to four times that at the level of state governments (Kaushik 2006). The main method of drawing up a compensation package is known as the balance sheet approach. This approach is, according to Reynolds (1986): a system designed to equalise the purchasing power of employees at comparable position levels living overseas and in the home country, and to provide incentives to offset qualitative differences between assignment locations. IHRM and Balance Sheet reward strategy In order to achieve balance in reward structure, the organisation must take into account: Income taxes incurred in both home and host country Housing allowances (which might range from financial assistance to employees to providing company housing) Cost-of-living allowances (to adjust differences between home and abroad) Contributions to savings, pension schemes, etc. while abroad Relocation allowances (including the moving, shipping and storage of personal and household items and temporary living expenses) Education allowances for expatriates children (e.g. language tuition and enrollment fees in the host country or boarding school fees in the home country) Medical, emergency and security cover. Appraisal Identifies individuals strengths and weaknesses Reveals organisational obstacles blocking progress Provides feedback to improve human resource planning Improves communication. Cultural variations: performance appraisals Dimension general USA low context Saudi Arabia high context Japan high context Objective of performance appraisal Fairness, employee development Placement Direction of company/employee development Who does appraisal? Supervisor Manager several levels up. Appraiser has to know employee well Mentor and supervisor. Appraiser has to know employee well Authority of appraiser Presumed in supervisory role or position. Supervisor takes slight lead Reputation important (prestige is determined by nationality, sex, family, tribe, title, education). Authority of appraiser important Respect accorded by employee to supervisor or appraiser. Done co-equally How often? Once a year Once a year Developmental or periodically once a month. Evaluation appraisal after first 12 years

Differentiation & Education Essay

A few decades ago the world of education was very exercised by the forerunner of differentiation which was called ‘mixed ability teaching’. Then people began to realise it was not just ability that could be â€Å"mixed’’ and that teachers had to cope with a plethora of differences: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently the term ‘mixed ability’ began to be replaced by the less vivid term: ‘differentiation’. But what does differentiation mean exactly? Differentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include: ‘Coping with differences’. ‘Learning for all’ or ‘Success for all’. There are a number of common misconceptions about differentiation. Some believe that it is something ‘added on’ to normal teaching and that it just requires a few discrete extra activities in the lesson. In fact, differentiation permeates everything a good teacher does and it is often impossible to ‘point’ to a discrete event that achieves it. It is not what is done often, but the way it is done that acheives differentiation. For this reason differentiation may not show up on a lesson plan or in the Scheme of Work. However some teachers try to show their intentions to differentiate by setting objectives in the following format: All must†¦. Some may†¦ A few might†¦ This may help novice teachers to think about the diversity of their learners, but having such objectives does not guarantee differentiation. It is the strategies, not the objectives that achieve differentiation, and this should  be the focus of our interests. Differentiation is not new, good teachers have always done it. However, it does chime with a new conception of the teacher’s role. Once we teachers taught courses, subjects and classes. But no more. Now we are teaching individuals. Once education was a sieve. The weaker students were ‘seived out’ and they left the classroom for the world of work, while the able students were retained for the next level. ‘Drop outs’ were planned for, and seen not just as inevitable but as desirable. Put bluntly, the aim was to discover those who could not cope, and get rid of them. But now education is a ladder, and we expect every learner to climb as fast and as high as they are able. ‘Drop outs’ are seen as a wasted opportunity, for the learners, and for society as a whole. Underpinning these conceptions of education as being a sieve or a ladder, are assumptions about the capability of learners and the nature of learning. Once learners were thought to have a genetic disposition for learning, or not, which was measured by their ‘IQ’. This placed an upper limit on their possible achievement. Some students were thought to reach their ‘ceiling’ after which further teaching would be in vain. This is no longer thought to be the case. Experts on the brain and on learning now stress that everyone can learn more, if they are taught appropriately, whatever they have previously acheived. A vivid illustration of this is provided by the work of Professor Reuven Feuerstien. He teaches learners with what we call ‘moderate learning difficulties’, using a very special and unusual programme involving intensive work for one hour a day every day. Four years later these learners have ‘caught up’ and are found to have an average ‘IQ’. They can live independent lives, learn normally, and are indistinguishable from average members of their societies.* Needless to say, remnants of the ‘ceiling’ model of learning can still be found in many teachers’ conceptions of teaching and learning. These ideas need to be tackled. Luckily in most colleges examples can be found of students who entered the college on a level 1 programme, and progressed well, eventually leaving for university. These are persuasive role models for other learners and for teachers. Teachers can make much greater differences than they themselves realise, and we are only just beginning to scratch the surface of what is possible. (((Box))) For more information on Professor Feuerstein’s methods: Visit the website of ‘The International Center for the Enhancement of Learning Potential’ http://www.icelp.org/ *Howard Sharron 1996 ‘Changing Children’s Minds: Feuerstein’s revolution in the teaching of intelligence’ 3rd Ed Imaginative Minds 27 Grederick Street Hockley Birmingham B1 3HH Adey P. and Shayer M. (1994) ‘Really Raising Standards: cognitive intervention and academic achievement’ Routledge (((End of Box))) If every learner achieves at their maximum rate this has huge consequences for their own lives, but also for society at large. Social inclusiveness, welfare to work, and the reduction of crime, drug abuse, and even ill health all require an educated citizenship and workforce. Many of the ills in our time have a remedy in the classroom. But differentiation has economic consequences beyond that of ensuring that citizens can provide for themselves through work. Economists stress that the market is now global, and that an industrialised nation like ours cannot compete on the basis of low wages, only on the basis of the skill, knowledge, and adaptability of our workforce. Industrialists have long known that a better educated workforce is much more ‘trainable’, and so can adapt to the rapid change now facing most places of work. The Economist, a journal not noted for valuing the public services, once dedicated a whole issue to education, making the case that economies were highly dependent on skills and knowledge, and that the big global economies were now competing for their futures in their classrooms. Differentiation has a lot to offer individuals, society and the economy, so it’s worth getting it right. Introducing differentiation Background These activities allow you to explore what is meant by differentiation and consider some of the barriers to achieving it. Three activities are given below. These are alternatives, so please choose the most suitable for the participants you will train. The first two assume some knowledge of differentiation and to factors that might prevent it taking place. The third activity assumes no knowledge of the subject. Activity: ‘Snowballing’ a definition of differentiation. Aims To explore individual and group understanding of differentiation To identify perceived obstacles which may hinder differentiation in practice To identify catalysts which may stimulate differentiation in practice. Resources Flip chart/s, post-it notes, standard pens and flip chart pens, OHP. Organisation The first stage is organised as a ‘snowball exercise’ commencing with each participant writing a personal definition of differentiation on a post-it note. Participants pair up and combine/ revise their definitions .Two pairs then combine /revise their definitions and so on to a maximum of 8 in a group. Each group then writes their definition on a flip chart. The definitions can then be compared and discussed with mediation from the facilitator. The facilitator may wish to show some academic definitions (see the box) for further discussion/ clarification. Teachers often produce a more useful definition that those in the box. Individual definitions of differentiation (3 mins) Pairs merge / develop definitions (5 mins) Pairs get together into groups of four or more and again merge / develop a common definition and write this on flip chart for discussion (10 mins) Facilitator –led discussion (15 mins) The next exercise, ‘obstacles to differentiation’ follows on from this activity very well. (((Box))) Some definitions for ‘Differentiation’. Teachers often come up with clearer and more useful definitions that these: ‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.1 (Weston 1992) ‘Differentiation is the process whereby teachers meet the need for progress through he curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a group situation’. (Visser 1993) ‘Differentiation should be seen as integral to learning, not an add-on for those situations when things do not go as well as planned and problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’ Obstacles to Differentiation This follows on well from the previous activity, but can also stand alone, and requires each of the working groups to identify up to 3 major obstacles which could prevent differentiation in practice. You may want to ask them to identify one obstacle at each of the following levels in College: Institutional Systems Operational Each obstacle is written on a flip chart sheet with ample space for further comments . The groups, or the flip chart sheets, then rotate in a ‘round robin’. Each group now has another groups’ list of obstacles and the task is to find solutions or catalysts to overcome these obstacles. The facilitator should then summarise the findings. a. Each working group identifies and writes on their flip chart up to 3 major obstacles in making differentiation happen in FE ( 5 mins) b. Groups rotate and try to identify solutions / catalysts to overcome the obstacles identified by the other group/s ( 10 mins) c. Groups move on to next flip chart and try to add to solutions / catalysts identified by the previous group ( 5 mins) d. Facilitator- led discussion and summary (10 mins) Note: This session may serve as a ‘barometer’ to measure attitudes and understanding. It may identify some key organisational issues which need to be addressed in order to promote differentiation in practice. How do you cope with difference? Aims: To develop an understanding of differentiation To share common differentiation difficulties To share effective differentiation strategies Organisation The facilitator introduces the activity by describing ‘mixed ability teaching’, and then pointing out that it is not just ability that can be ‘mixed’. They establish that there are many differences between our students that affect their learning and so should affect our teaching. The term ‘differentiation’ is explained as meaning to cope with such differences. Stage 1 Pairs exploring the meaning of ‘differentiation’? (approx 10 mintutes) In pairs, participants brainstorm the differences between students that they must cope with. ‘Mixed ability’ is given as one to start them off. They are given two minutes. Then the facilitator goes round from pair to pair, getting one idea from each until most ideas have been presented. There is a very short discussion of any difference the facilitator believes everyone might not understand. The importance of some ideas is stressed by the facilitator and extra explanation added if necessary. The facilitator concludes by saying that ‘differentiation’ is about ‘coping with these and other differences’. ‘Coping with difference’ could be a quick definition for discussion. Task 2 Small groups sharing differentiation strategies(20 minutes) In groups of 3-5 participants share ways of coping with the differences outlined in task 1 by telling their group one or two strategies that they have found to work. The facilitator takes one suggestion at a time from each group, gives it a name if necessary, and writes it on a flip chart or OHP. They go round the groups until most suggestions have been heard. There is a very short discussion of each method if it is necessary to ensure that everyone understands it. The facilitator can offer to type up this list of strategies. The facilitator concludes that differentiation is coping with difference something we have always done, important if all learners are to benefit from our teaching  can make the difference between passing and failing for many students, and so is the ladder to success for all. if a student passes because of effective differentiation, that will make a real difference to that student’s life. They might get a job, a career, indeed a life they would not have got otherwise. â€Å"Teachers touch lives for ever† Teachers have important jobs and differentiation counts Tutor notes: You might like to do this before you pass out the packs of materials to prevent staff reading out strategies from the pack! It is important to value the ideas in a very positive manner if they could be effective in some context If most teachers come from a similar curriculum area there would be some merit in typing up their suggestions.

Adam Air Case

MINISTRY OF TRANSPORTATION National Transportation Safety Committee Gedung Karya Lt. 7 Departemen Perhubungan Jl. Medan Merdeka Barat No. 8 JKT 10110 INDONESIA Phone : (6221) 3517606, (6221) 3811308 Ext. 1497 TOKA : 19811 Fax : (6221) 3847601 Website : www. dephub. go. id/knkt Email : [email  protected] go. id PUBLIC RELEASE OF FINAL REPORT – PK-KKW – FL DHI 574 Today the National Transportation Safety Committee is releasing its final report into the accident involving AdamAir PK-KKW Flight DHI 574 on 1 January 2007. We extend our prayers and condolences to the families of the passengers and crew. The NTSC has reviewed the comments on the draft final report from the related parties in accordance with ICAO Annex 13. Now I am able to report to you that as of today, strong and appropriate safety action had been taken during the course of the investigation by the DGCA and AdamAir and Angkasa Pura I, on eight of the eleven recommendations in the report. The last three recommendations are only being issued today. The Boeing 737, registered PK-KKW, departed from Djuanda Airport, Surabaya at 05:59 Coordinated Universal Time (UTC) under the instrument flight rules (IFR), with an estimated time of arrival (ETA) at Sam Ratulangi Airport, Manado of 08:14. There were 102 people on board; two pilots, 4 cabin crew, and 96 passengers comprised of 85 adults, 7 children and 4 infants. The aircraft disappeared from radar while cruising at 35,000 feet. Following an extensive land, air, and sea search, wreckage was found in the water and on the shore along the coast near Pare-Pare, Sulawesi 9 days after the aircraft disappeared. Locator beacon signals from the flight recorders were heard on 21 January 2007 and their positions logged. The search was suspended when it was determined that the wreckage was located in the ocean at a depth of about 2,000 meters, requiring specialized recovery equipment not available in the Region. The salvage operation to recover the flight recorders commenced on 24 August 2007 and the Digital Flight Data Recorder and Cockpit Voice Recorder were recovered on 27 and 28 August 2007 respectively. The CVR revealed that both pilots were concerned about navigation problems and subsequently became engrossed with trouble shooting Inertial Reference System (IRS) anomalies for at least the last 13 minutes of the flight, with minimal regard to other flight requirements. This included identification and attempts at corrective actions. The DFDR analysis showed that the aircraft was in cruise at FL 350 with the autopilot engaged. The autopilot was holding 5 degrees left aileron wheel in order to maintain wings-level. Following the crew’s selection of the number-2 (right) IRS Mode Selector Unit to ATT (Attitude) mode, the autopilot disengaged. The control wheel (aileron) then centered and the aircraft began a slow roll to the right. The aural alert, BANK ANGLE, sounded as the aircraft passed 35 degrees right bank. The DFDR data showed that even after the aircraft had reached a bank angle of 100 degrees, with the pitch attitude approaching 60 degrees aircraft nose down, the pilot did not roll the aircraft wings level before attempting pitch recovery in accordance with standard procedures. The aircraft reached 3. g, as the speed reached Mach 0. 926 during sustained noseup elevator control input while still in a right bank. The recorded airspeed exceeded Vdive (400 kcas), and reached a maximum of approximately 490 kcas just prior to the end of recording. Flight recorder data indicated that a significant structural failure occurred when the aircraft was at a speed of Mach 0. 926 and the flight load suddenly and rapidly reversed from 3. 5g to negative 2. 8 g. This g force and airspeed are beyond the design limitations of the aircraft. The aircraft was in a critically uncontrollable state at that time. There was no evidence that the pilots were appropriately controlling the aircraft, even after the BANK ANGLE alert sounded as the aircraft’s roll exceeded 35 degrees right bank. This accident resulted from a combination of factors including the failure of the pilots to adequately monitor the flight instruments, particularly during the final 2 minutes of the flight. Preoccupation with a malfunction of the Inertial Reference System (IRS) diverted both pilots’ attention from the flight instruments and allowed the increasing descent and bank angle to go unnoticed. The pilots did not detect and appropriately arrest the descent soon enough to prevent loss of control. Technical log (pilot reports) and maintenance records showed that between October and December 2006, there were 154 recurring defects, directly and indirectly related to the aircraft’s Inertial Reference System (IRS), mostly the left (number-1) system. There was no evidence that AdamAir included component reliability in their Reliability Control Program (RCP) to ensure the effectiveness of the airworthiness of the aircraft components for the fleet at the time of the accident. During the investigation the NTSC issued a number of recommendations to the Directorate General Civil Aviation (DGCA) and AdamAir relating to IRS maintenance and training of flight crews in IRS and aircraft upset recovery. I am pleased to announce the following strong positive safety actions. AdamAir advised the NTSC and DGCA that it has taken safety action to address the IRS defect troubleshooting procedures and maintenance oversight supervision. It issued Engineering Orders with instructions and procedures for the evaluation and rectification of repetitive IRS problems, and from November 2007 has had extensive liaison with the IRU manufacturer. The safety action taken to date by AdamAir includes ground school and aircraft simulator training for pilots to ensure proficiency in upset recovery from 14 January 2008. The DGCA advised the NTSC that on 23 November 2007 it issued a Safety Circular, to all airline operators, requiring specific action to address deficiencies noted by the NTSC, in particular the IRS maintenance and pilot training deficiencies. The DGCA requires operators to conduct continuing analysis and surveillance of repetitive defects and ensure immediate follow up corrective action. The DGCA has also informed operators that it is actively monitoring aircraft defects, in particular repetitive defects, and when the on-condition basis of maintenance is deemed to be insufficient to eliminate repetitive defects, DGCA will require component replacement on a hard-time basis. On 10 March 2008, the DGCA informed the NTSC that in addition to requiring upset recovery training from 8 January 2008, the DGCA requires operators to include spatial disorientation and its effects in their syllabus of initial and recurrency training. The DGCA plans to ensure, through routine flying operations inspections, that operators and flying schools are complying with this requirement. The report will be available on the NTSC web site after the media conference: http://www. dephub. go. id/knkt/ntsc_aviation/aaic. htm JAKARTA, 25 MARCH 2008

The Moon Landings Werent Faked - 2113 Words

â€Å"Houston, Tranquility Base here. The Eagle has landed† (â€Å"Neil Armstrong†). The 60s were an interesting decade for The United States of America. Richard M. Nixon had been inaugurated as the 37th President, but he had created such a scandal with Watergate that he had resigned soon after and had the Vice President Gerald Ford take over in his shameful leave. The US had decided to hold the second draft lottery in order to find men to serve in the upcoming Vietnam War. This meant that the Selective Service System would conduct a lottery like situation drawing both a sequence number and a date would be drawn to select the next men serving in the war. A fatal event happened when Senator Edward M. Kennedy was in a car accident with Mary Jo†¦show more content†¦Luckily no one was inside. Over the time that had separated Apollo 11 from the previous mission, NASA had fixed many of the faulty equipment and even tested the rocket out several times. Even though NA SA made it to the moon, many theorists are not easily convinced. Although there are many inconsistencies of the moon landing in 1969, evidence shows that this was the first successful journey to the moon. Mystery creates wonder and wonder is the basis of mans desire to understand. (Neil Armstrong). As a boy, Neil always dreamed about becoming an astronaut. He was cut out for it and had the intellectual capabilities. Neil had played with airplanes and other replicas of machines that were able to fly. He also enjoyed science. He had a scientist’s kit as a kid and had been able to perform college education labs and procedures at the age of eight due to his exploring and capability of knowing what chemical to mix and how to solve many of the problems he encountered. Once his job became his dream, Neil gave this quote to be able to justify his decisions. 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