A comparative analysis of global talent management strategy of Apple Inc. in the United States and India. Here is a basic framework that you can use:<\/p>\n
Introduction: Briefly introduce the topic, highlight the importance of global talent management strategy for multinational corporations, and provide a brief overview of Apple Inc.<\/p>\n
Literature review: Conduct a comprehensive literature review on global talent management, and identify the key factors that are critical for effective talent management in multinational corporations. Some of the key factors that you may want to consider include talent acquisition, talent development, talent retention, cultural differences, and leadership.<\/p>\n
Methodology: Describe the research methodology that you will use for the comparative analysis. You may consider using a case study approach, where you will analyze the global talent management strategies of Apple Inc. in the United States and India. You may also use a combination of qualitative and quantitative research methods to collect and analyze data.<\/p>\n
Findings: Present your findings based on the analysis of the global talent management strategies of Apple Inc. in the United States and India. Compare and contrast the talent management practices in the two countries, and identify the similarities and differences. Discuss the effectiveness of these practices in attracting, developing, and retaining talent.<\/p>\n
Discussion and Conclusion: Discuss the implications of your findings and provide recommendations for multinational corporations to develop effective global talent management strategies. Highlight the limitations of your study and suggest avenues for future research.<\/p>\n
Some potential research questions you may want to consider for this study include:<\/p>\n
What are the key components of Apple Inc.’s global talent management strategy?
\nHow do the talent management practices of Apple Inc. in the United States and India differ?
\nHow do cultural differences affect talent management practices in multinational corporations?
\nWhat are the challenges that multinational corporations face in implementing effective global talent management strategies?
\nHow can multinational corporations overcome these challenges and develop effective global talent management strategies?
\nMANAGING PEOPLE IN GLOBAL ORGANISATIONS<\/p>\n
CONTENTS
\n1.\tAssignment Overview
\n2.\tAssignment Question
\n3.\tWriting the Coursework
\n4.\tSources of Guidance and Feedback
\n5.\tElectronic Submission of Coursework
\n6.\tPlagiarism and Using Turn to Improve your Work
\n7.\tAppendices (Cover Sheet, Masters Level Marking Criteria & Formative Feedback Proforma)<\/p>\n
1.\tASSIGNMENT OVERVIEW<\/p>\n
The assessment for this module will consist of a 3000 word essay, and your answer should meet all of the learning outcomes of the module as below.
\nModule Learning Outcomes:
\n1. Critically analyse the aims of International Human Resource Management (IHRM) and its contribution to international organisational strategy and effective performance within a global context
\n2. Identify, analyse and articulate key challenges associated with managing people in global organizations
\n3. Critically evaluate organisational strategies for managing people in global organisations
\n4. Critically discuss practices and interventions utilised to effectively, efficiently and ethically manage people in global organisations.
\nYour submission deadline is as follows:
\nTable 1 Assessment Schedule
\nForm of assessment \tWeighting
\n3000 Word Essay – submit through Turn complete with cover sheet and plagiarism checklist\t100%<\/p>\n
2. ASSIGNMENT QUESTION<\/p>\n
The essay takes an \u2018applied\u2019 approach. This means you are expected to engage with theoretical concepts and academic studies for the purpose of informing International Human Resource Management strategy and practice. In this way, you should be able to develop your consultancy skills, adding value to the organisations you (will) work for. More precisely, you are asked to critically discuss an IHRM strategy and practice with a view to making recommendations on how best to implement it in a global organisation operating between two specific countries. Please ensure you do not select a topic which could overlap significantly with your dissertation, as you cannot be assessed for the same piece of work twice. You should answer the following question:
\n\u2018Critically discuss and evaluate the approach a global organisation headquartered in Country X could take in implementing strategies and practices around (1) equality and diversity management OR (2) leadership OR (3) human resource development OR (4) performance management OR (5) employment relations OR (6) talent management OR (7) rewards management within its subsidiaries in Country Y. Your answer should conclude with recommendations\u2019.<\/p>\n
3.\tWRITING THE MPGO COURSEWORK:<\/p>\n
a)\tRequired Content and Marking Criteria<\/p>\n
Content\tMPGO Essay Marking Criteria\tMain Purpose
\nTitle\t\u2022\tTitle is customised from the question wording to reflect the required content, e.g.<\/p>\n
\u2018A critical discussion and evaluation of the approach Coca-Cola (headquartered in the US) could take in implementing human resource development strategies and practices in its Nigerian subsidiaries, with recommendations\u2019.\t\u2022\tTo clearly reflect the scope of your essay for the reader
\nIntroduction
\n\u2022\tWritten introduction develops a rationale for discussing IHRM, the specific HRM strategy and practice, the two selected countries, and industry\/sector\/organizational context(s) or case study if chosen with references to academic literature.
\n\u2022\tDue attention to the definition and scope of both IHRM and the specific HRM strategy and practice is evidenced.
\n\u2022\tEssay aim and contents are outlined.\t\u2022\tTo introduce the key elements of your topic (from your title)
\n\u2022\tTo define and scope key concepts
\n\u2022\tTo justify why your chosen topic and countries are important to discuss
\n\u2022\tTo clearly state the aim and outline of your essay for the reader<\/p>\n
Critical Discussion (Module Learning Outcomes 1 & 2)<\/p>\n
\u2022\tCritical evaluation of appropriate IHRM aims, strategies and approaches (e.g. convergence \/ divergence, and ethnocentrism \/ polycentrism) with consideration of ethics, and supported by critical discussion of relevant theory \/ debates.
\n\u2022\tCritical discussion of the relevant challenges in implementing the chosen HRM strategy and practice within an international context. \t\u2022\tTo debate which overall IHRM strategy is potentially the best choice considering the different academic and ethical arguments.
\n\u2022\tTo further relate \/ link these arguments to the particular challenges associated with managing your chosen HRM function within an international context \/ across different countries generally.
\n\u2022\tTo critically discuss rather than simply describe, e.g. compare and contrast authors, debate for and against, debate advantages and disadvantages, and add depth.
\n\u2022\tTo give you the theoretical understanding and arguments which can later be applied to your chosen case below.
\nCritical Contextual Analysis & Evaluation
\n(Module Learning Outcomes 3 & 4)<\/p>\n
\u2022\tRelevant cultural and environmental analysis as appropriate to inform a critical evaluation of strategy and practice in specific relation to the chosen HRM function, selected countries, and industry\/sector\/organizational context(s).
\n\u2022\tApplication and critique of convergence \/ divergence and ethnocentrism \/ polycentrism or related approaches in relation to the specific context is considered.<\/p>\n
[You can use the grids in Appendix 3 to help you research and make notes but do not include these grids in your essay.]<\/p>\n
To answer:
\n\u2022\tBearing in mind the industry \/ sector \/ organizational context(s) you have chosen, which cultural \/ environmental factors most impact the way your two countries carry out your chosen HRM function? – how so? – to what extent? (Use PESTLE, Hofstede and additional academic literature as your evidence base)
\n\u2022\tWhat are the implications? Comparing and contrasting your two countries along the different dimensions and elements, and considering different arguments and perspectives from literature, to what extent is there a cultural fit of HQ practices to the subsidiary in relation to your chosen HRM function?
\n\u2022\tAnd, therefore, considering earlier arguments (see Critical Discussion section) to what extent do you think, for example, an ethnocentric or polycentric strategy would be suitable in this case?
\nConclusions and Recommendations (All Module Learning Outcomes)
\n\u2022\tConclusions are soundly grounded in the preceding discussion.
\n\u2022\tRecommendations are sensible and practical, showing cultural and ethical sensitivities.
\n\u2022\tAwareness of potential challenges and limitations evidenced, again, based on preceding arguments.\t\u2022\tTo answer the main question by selecting key arguments already made in the main body of the essay (without adding any new information).
\nAcademic Presentation
\n\u2022\tDiscussions are theoretically robust and well scoped.
\n\u2022\tApplication, detail and depth shows evidence of synthesis from a wide range of appropriate reading.
\n\u2022\tObserves academic style and essay writing conventions.
\n\u2022\tExcellent structure and cohesion between paragraphs.
\n\u2022\tProgressive argument \/ idea development.
\n\u2022\tExcellent citation and referencing style with no errors (Harvard style).
\n\u2022\tSpelling, phrasing and grammar are exemplary.\t\u2022\tTo ensure academic rigour and quality
\n\u2022\tTo demonstrate Masters level standards of written communication
\n\u2022\tTo avoid the risk of plagiarism<\/p>\n
b)\tFurther Guidance
\n\u2022\tMarking Criteria: please utilise the \u2018MPGO Essay Marking Criteria\u2019 above and the Indicative Guide to Assessment Criteria for Masters Level Modules (Appendix 2). You must ensure you read both sets of marking criteria to help achieve optimum marks.
\n\u2022\tChoose one specific IHRM strategy and practice: choose one topic from Weeks 5-11 of teaching. You can further narrow the IHRM strategy and practice into an area which is more specific – this can be done at your discretion, depending on your area of interest and the amount of depth you think is appropriate. For example, global talent management could be narrowed down to specific elements such as talent attraction, recruitment or selection if desired. Equality and diversity could be narrowed down to specific protected characteristics, e.g. gender and\/or race.
\n\u2022\tChoose two separate countries: You should select two countries (Country X being the parent country, and Country Y being the host country) where you think you will achieve a suitable contrast of IHRM approach, e.g. from two separate continents.
\n\u2022\tChoosing an industry \/ sector \/ organisation \/ case study:
\no\tYou can use a case study approach and pick one organisation if you like;
\no\tOr you can pick a particular industry and discuss more than one organisational example within that same industry;
\no\tOr you can pick present various organisational examples from different industries, but if you do this, you must show awareness that different kinds of companies may have different requirements in relation to your chosen topic area (for instance, the HRD needs of professionals in the IT industry are different from those working in the manufacturing industries).
\no\tYou may use organisational examples from journal articles (e.g. their case studies or participant samples) making sure to cite where you got them, or you can use information available on company websites.
\no\tPlease note, you are not being asked to critically evaluate what a company has already done. Instead, you are being asked to advise an industry \/ sector \/ organisation on how to implement their IHRM strategy and practice on a hypothetical basis.
\n\u2022\tResources for your Essay
\no\tYour essay should reflect both taught and self-directed learning
\no\tSCHOOLLearn material for weeks 1-4 will give you ideas on IHRM strategy, approaches and ethics.
\no\tSCHOOLLearn material for the particular week in relation to your chosen topic will also give you guidance.
\no\tUse the Resource List to search for extra material.
\no\tUse the SCHOOL library search engine to search for additional academic textbooks and peer-reviewed journal articles.
\no\tYou will need a) general literature on IHRM strategy, approaches and ethics, b) general literature on your chosen HRM function in an international context, c) source material on Hofstede scores and environmental data in relation to your two countries, d) specific literature on your chosen HRM function in Country X, and e) specific literature on your chosen HRM function in Country Y.
\n\u2022\tPresentation guidelines:
\no\t3000 word essay (not a report)
\no\tNo headings \/ subheadings
\no\tNo figures \/ tables
\no\tUse full paragraph structure (approx. 5 sentences, with one main idea explained \/ evidenced \/ developed \/ debated in each)
\no\tUse link phrases \/ words between paragraphs to indicate critical discussion and progressive argument development, e.g. linkage of ideas or contrasting perspectives
\no\tAdd a citation for every main idea \/ sentence
\no\tVary citations within the same paragraph
\no\tOnly use citations for sources you have found and read for yourself independently for the most part
\no\tDo not take citations second hand from other authors very often, and where you do this must be acknowledged, e.g. (Brown, 2018, cited in Arthur, 2020)
\no\tParaphrase everything into your own words to show your own understanding and to avoid copying \/ plagiarism
\no\tAdd quotation marks and a page number if using a quote to define a key concept (and use these only sparingly)
\no\tUse the appropriate terminology, a formal tone, no personal pronouns, and correct spelling \/ grammar
\no\tFormat within-text citations correctly
\no\tFormat the reference list correctly<\/p>\n
4.\tSCHOOL SOURCES OF GUIDANCE AND FEEDBACK<\/p>\n
Researching Your Essay:
\nThe sources you use to research your essay must be of good quality, e.g. peer-reviewed journal articles, textbooks, recommended websites. They should be sourced from the module references and Resource List, as well as from your own search using the library search engine. You are discouraged from using a broad internet search as this will often result in accessing simplistic, unsuitable, biased or unverified material which should not be used in essays, e.g. blogs and websites which have not been reviewed by experts. If you would like further advice on how to research your essay, please visit the library website. You can also look at the subject guide for HRM, or attend a drop-in session \/ book an appointment with a librarian
\nWriting Your Essay:
\nIf you would like advice on how to write and reference an academic essay, please link in with the GSBS Learning Development Centre. The LDC are running drop-ins this trimester (maximum 15 minutes per drop-in session) for students attending individually or in small groups. In a drop-in, students can:
\n\u2022\tdiscuss how to get started on an assignment
\n\u2022\tbreak down the assignment and develop a reading and writing plan
\n\u2022\tget feedback on specific writing issues, e.g. use of referencing, range of sources used, flow and clarity
\n\u2022\task any specific questions that they may have<\/p>\n
You may also find the LDC guide to academic writing useful. You can also use the Manchester Academic Phrasebook to help improve your critical writing style. Please also utilise the \u2018Help\u2019 menu item on the MPGO module site on SCHOOLLearn where I have gathered resource to help you develop your Masters level academic writing.
\nReferencing Your Essay:
\nEvery idea you put down must have a citation attached to it to evidence where it came from in relation to your further reading. Unsubstantiated opinion or information must be avoided as this would put you at risk of plagiarism and would not gain you marks. For more information, please access guidance and video material from the LDC on citing and referencing.<\/p>\n
If you are unsure how to format citations \/ references, please see the guidance on Cite Them Right. The library has also created a short video (4 minutes) introducing Cite Them Right.<\/p>\n
A full reference list must be included at the end, sorted alphabetically by first author\u2019s name. You must include all sources you have cited in your essay, and should not include any sources you have not cited.<\/p>\n
Some examples of within-text citations:
\nQuotation:
\n\u2018In learner-driven knowledge and skills creation, learners are provided with symbolic tools for the development of active learning methods\u2019 (Niemi, 2011, p.38).<\/p>\n
[Please note, quotations should be kept to a minimum as they do not demonstrate your own understanding. You may wish to use a quotation to define a key term in the introduction.]<\/p>\n
Paraphrase and citation:
\nLyman (2011) states that\u2026 OR\u2026
\nWriting a good literature review requires the ability to critically assess resources (Ridley, 2012).
\n[Please note, most of your essay should be paraphrased into your own words to show your understanding, with a citation to show where you got the information \/ idea from.]<\/p>\n
Secondary referencing (please keep to a minimum):
\nCregg (2006) cited in Young (2015) asserts that \u2026<\/p>\n
[If citing a source second-hand, this should be kept to a minimum as you should be self-selecting, reading and synthesising a unique mixture of original sources directly for yourself. Using too many second-hand references could lead to an investigation of plagiarism. Please note, both authors, e.g. both Cregg and Young, would appear as separate entries in the reference list at the end.]<\/p>\n
Some examples for use in a reference list:
\nWebsite in CTR Harvard:
\nAdvanceHE (2021) Anti-Racist Curriculum Project. Available at: https:\/\/www.advance-he.ac.uk\/anti-racist-curriculum-project (Accessed: 25 Feb 2022).<\/p>\n
Journal article in CTR Harvard:
\nJankowski, G.S. (2022) ‘Students\u2019 understanding and support for anti\u2010racism in universities’, British Journal of Social Psychology, 61(1), pp. 322-344. doi: 10.1111\/bjso.12482.<\/p>\n
Book in CTR Harvard:
\nParson, L. and Ozaki, C.C. (2020) Teaching and Learning for Social Justice and Equity in Higher Education Foundations. Cham, Switzerland: Palgrave Macmillan.<\/p>\n
Appendix 1: Cover Sheet<\/p>\n
Avoiding academic irregularity: plagiarism\/ghost-writing checklist
\n–\tcoursework submission cover sheet<\/p>\n
Before you submit coursework, in accordance with University regulations, you should be able to confirm that the coursework that you are submitting is your own original work and that you have:
\n\u2022\tread and understood the guidance on academic irregularity and plagiarism in the module handbook;<\/p>\n
\u2022\tclearly referenced, both within the text and on the end reference page\/s, all sources used in the work;<\/p>\n
\u2022\tbased your work on academic sources from academic search engines such as the American Business Index (ABI). Student sources should not be used;<\/p>\n
\u2022\tused inverted commas and the full reference details (including page numbers) for all text quoted from books, journals, web-based other sources;<\/p>\n
\u2022\tprovided the sources for all data in tables and figures that are not your own work;<\/p>\n
\u2022\tnot made use of the work of any other student(s) past or present without acknowledgement. This includes any of your own work that has been previously, or concurrently, submitted for assessment, either at this or any other educational institution, including school;<\/p>\n
\u2022\tnot sought or used the services of any professional agencies such as ghost writers or other individuals, to produce this work;<\/p>\n
\u2022\tretained all the material collected in the process of developing your coursework; and<\/p>\n
\u2022\tin addition, you understand that any false claim in respect of this work may result in disciplinary action in accordance with University regulations.<\/p>\n
Remember, the Learning Development Centre offers advice on academic writing.
\nPlease tick to confirm that you have observed the points above in your coursework and submit a signed copy of this complete form (2 pages) with your coursework submission.<\/p>\n
Name<\/p>\n
Student ID Number<\/p>\n
Degree Programme<\/p>\n
Module Title<\/p>\n
Module\/Seminar Tutor<\/p>\n
Word Count<\/p>\n
Date<\/p>\n
This is my own original work; it has not been submitted elsewhere in fulfilment of the requirements of this or any other award.<\/p>\n
I agree that tutors can make this work (either original or on-line version) available to future student cohorts as an exemplar of this assignment, on the understanding it will be anonymised with no reference to myself or any case study organisation utilised.<\/p>\n
Signed \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n
Appendix 2: Indicative Guide to Assessment Criteria for Masters Level Modules
\nStudents\u2019 final marks will normally have the majority of the characteristics in the final mark range
\nCharacteristics\tDistinction Level
\n(70% and >)\tVery Good Pass
\n(60-69%)\tSatisfactory Pass
\n(50-59%)\tMarginal Fail
\n(45-49%)\tClear Fail
\n(< 45%)
\nIntroduction\/ Contextual Framework<\/p>\n
Demonstrates excellent ability to place HR topic\/ question within a wide organisational and contextual framework. \tDemonstrates a very good ability to place HR topic\/ question within a wide organisational and contextual framework. \tDemonstrates an acceptable level of ability to place HR topic\/ question within a wide organisational and contextual framework. \tDemonstrates difficulty in placing the HR topic\/ question within a wide organisational and contextual framework (e.g. fails to identify context and\/ or omissions are apparent).\tInability to place the HR topic\/ question within a wide organisational and contextual framework.<\/p>\n
Scope of knowledge, understanding & application<\/p>\n
Displays exceptional breadth of knowledge, understanding & application of all aspects of the HR topic\/ question. Has critical awareness of current published research in both highly research based and applied articles\/ reports.\tDisplays very good breadth of knowledge, understanding & application in most, but not all aspects of the HR topic\/ question. Has comprehensive, but not always \u2018critical\u2019 awareness of current published research in both highly research based and applied articles\/ reports, however some reliance on textbooks is evident. \tDisplays broadly competent breadth of knowledge, understanding & application in most, but not all aspects of the HR topic\/ question. Has satisfactory level of awareness of some of current published research in both highly research based and applied articles\/ reports however at times is reliant on one source above other. Answer can be superficial at times with occasional factual omission(s) and\/ or mistake(s). May demonstrate an over reliance on textbooks.\tDisplays simplistic and rather superficial breadth of knowledge, understanding & application in most, but not all aspects of the HR topic\/ question. Has limited level of awareness of some of current published research in both highly research based and applied articles\/ reports, possibly with some glaring errors. Demonstrates heavy reliance on textbooks as source.\tDisplays wholly simplistic and superficial breadth of knowledge, understanding & application in most aspects of the HR topic\/ question. Relies on low level sources (if any) and demonstrates a definite unfamiliarity with topic that doesn\u2019t meet required standards.<\/p>\n
Characteristics\tDistinction Level
\n(70% and >)\tVery Good Pass
\n(60-69%)\tSatisfactory Pass
\n(50-59%)\tMarginal Fail
\n(45-49%)\tClear Fail
\n(< 45%)
\nDepth and linkages (where relevant)
\nCritical analysis, synthesis and evaluation<\/p>\n
Demonstrates outstanding depth, and (where relevant), integrative links across the various areas of the organisation(s) and HR subject area.
\nCritically analyses, synthesises and evaluates a range of relevant information such as specialised theories, principles and concepts, utilising where appropriate, models and frameworks into an evidence-based arguement.\tDemonstrates very good depth, and (where relevant), some integrative links across the various areas of the organisation(s) and HR subject area.
\nVery good analysis, synthesis and evaluation of most of the possible range of relevant information such as specialised theories, principles and concepts. Utilises as appropriate, models and frameworks into an evidence-based argument however some issues remain unexplored.\tDevelops adequate depth, and (where relevant) alludes to possible integrative links across the various areas of the organisation(s) and HR subject area.
\nDoes attempt basic analysis, synthesis and evaluation of some of the possible range of relevant information such as specialised theories, principles, concepts, models and frameworks. Relatively rare use of evidence-based argument and some issues do remain unexplored.\tLittle evidence of real depth in understanding, with no attempt to refer (where relevant) to possible integrative links across the various areas of the organisation(s) and HR subject area.
\nRelies largely on description but does attempt to refer to a limited range of relevant information (such as specialised theories, principles, concepts, models and frameworks). A significant number of issues remain unexplored
\nand there is little\/ no attempt to develop\/ argue a case.\tEvidence of misunderstanding, personal prejudices\/ opinions that are not justified\/ related to reading.
\nDoes not identify (where relevant) possible integrative links across the various areas of the organisation(s) and HR subject area.
\nDescriptive, superficial\/ anecdotal in nature. No attempt to refer to relevant specialised theories, principles, concepts, models and frameworks. A large number of issues are not referred to \/ explored. No attempt is made to develop\/ argue a case
\nCritical reflection on current work experience\/ application<\/p>\n
Clear evidence of critical reflection. Application of theory to current work experience\/ practice is excellent.\tSome evidence of reflection but not always critical on the application of theory to current work experience\/ practice.\tSome limited evidence of reflection (but not critical) on the application of theory to current and\/ or prior work experience\/ practice.\tAttempts reflection but is unconvincing. Very limited ability to apply theory to current and\/ or prior work experience\/ practice.\tLimited\/ no attempt to reflect or apply theory to current and\/ or prior work experience\/ practice.<\/p>\n
Characteristics\tDistinction Level
\n(70% and >)\tVery Good Pass
\n(60-69%)\tSatisfactory Pass
\n(50-59%)\tMarginal Fail
\n(45-49%)\tClear Fail
\n(< 45%)
\nMarshalling of data and structure<\/p>\n
Marshalls data and structures it appropriately to develop (from introduction to conclusion) a clearly logical flow with excellent cohesion between sections.
\nDraws appropriate logically derived and fully justified conclusions and inferences. Recommendations are focused, relevant and convincing.\tMarshalls data and structures it appropriately to develop (from introduction to conclusion) a mostly logical flow with generally good cohesion between sections.
\nDraws apposite, largely logical and justified conclusions and inferences. Recommendations are for the most part, focused, relevant and convincing.\tCompetent marshalling of data and structure although at times this may not be entirely satisfactory. Does generally flow but not always a good cohesion between sections.
\nDoes draw some appropriate conclusions and inferences but not all are fully justified\/ logically derived. Recommendations make sense but are not always relevant\/ practical.\tEndeavours to marshal data and structure but overall effect is unsatisfactory. Some difficulties in terms of flow and cohesion between sections.
\nAttempts to draw some appropriate conclusions and inferences but they are generally not justified\/ logically derived. Recommendations, if present, seem like \u2018wish- lists\u2019 with little clear idea about implications for organisation\/ link to issue(s) identified. \tEvident difficulty in structure, flow and cohesion between sections.
\nRelies on unjustified assertions which mean that conclusions and\/or inferences are invalid\/ irrelevant. Does not generate recommendations, or where attempt is made, resorts to simplistic recipies for action that are na\u00efve.<\/p>\n
Academic style and presentation.<\/p>\n
Observes academic style. Excellent referencing and cross referencing with no errors. Spelling and grammar are exemplary.\tObserves academic style. Very good referencing and cross referencing with few errors. Very few spelling and grammar errors.\tReadable, but doesn\u2019t always observe academic style. Satisfactory referencing and cross referencing with a number of errors apparent. Some spelling and grammar errors.\tPresentation is generally poor and doesn\u2019t follow academic style. Minimal referencing and cross referencing with errors apparent. Regular evidence of spelling and grammatical errors.\tPresentation is poor with no attempt to follow an academic style. No referencing and cross referencing apparent but where found, is incorrect. Reader unfriendly, with serious errors in spelling and grammar.<\/p>\n
Adapted from ABS Benchmarks for Masters Business and Management, QAA Framework for HE qualifications; CIPD 2010; SHEFC 2010
\nAppendix 3: PLANNING YOUR CULTUAL AND ENVIRONMENTAL ANALYSIS
\nEnvironmental Analysis
\nEnvironmental analysis helps you identify and explain how different environmental factors influence the way your specific HRM function is carried out in your chosen countries. If you like, you can use the below form to help guide your research and note taking in relation to your chosen countries \u2013 please do not include this table in your essay \u2013 this is just for your own use to help you organise your research and note-taking. Remember, you would not write about all these elements in your essay, but this form might help you research and then select the most important factors to link and discuss together.
\nENVIRONMENTAL FACTOR\tNATIONAL LEVEL & INFLUENCE ON CHOSEN HRM FUNCTION\tGLOBAL \/ INTERNATIONAL LEVEL & INFLUENCE ON CHOSEN HRM FUNCTION
\nPolitical [what bodies \/ government parties \/ policies have the potential to influence your chosen HRM function and how?]\tCountry 1:<\/p>\n
Examples (please delete)<\/p>\n
U.K.: Since the change of government from Labour to Conservative-led (2010 to present), there have been increased levels of neoliberalism in employment relations in the U.K\u2026 (Williams, 2020)<\/p>\n
Neoliberalism impacts ER in the following ways\u2026(Author, year)<\/p>\n
Examples (please delete)<\/p>\n
The U.K. is a member of the IL0 and should therefore adhere to\u2026(Author, year)?<\/p>\n
Both countries:
\nThere is a global trend in\u2026(Author, year)<\/p>\n
Country 2:<\/p>\n
Economic [what economic factors, e.g. economic growth, unemployment etc., could impact your chosen HRM function and in what ways?]\tCountry 1:
\nCountry 2:
\nSocial [what sociological factors, e.g. demographics, immigration, education levels, could impact your chosen HRM function and in what ways?]\tCountry 1:
\nCountry 2:
\nTechnological [what changes, developments or uses of technology could impact your chosen HRM function and in what ways?]\tCountry 1:
\nCountry 2:
\nLegal [what legislation and regulatory bodies could have an influence on your chosen HRM function and in what ways?]\tCountry 1:
\nCountry 2:
\nEthical [what evidence \/ industry examples are there of social values \/ ethical climates that positively or negatively shape the management of people in relation to your chosen HRM function \u2013 how so?]\tCountry 1:
\nCountry 2:<\/p>\n
Appendix 2: Cultural Analysis
\nCultural analysis helps you identify and explain how different cultural dimensions influence the way your specific HRM function is carried out in your chosen countries. If you like, you can use the below form to help guide your research and note taking in relation to your chosen countries \u2013 please do not include this table in your essay \u2013 this is just for your own use to help you organise your research and note-taking. Remember, you would not write about all these elements in your essay, but this form might help you research and then select the most important factors to link and discuss together.
\nCULTURAL DIMENSION\tNATIONAL LEVEL ANALYSIS\tEXPECTED INFLUENCE OF CULTURAL DIMENSION ON CHOSEN HRM FUNCTION
\n1.<\/p>\n
Example (please delete)<\/p>\n
Power distance [define]\u2026(Hofstede, 2022)\tCountry 1:<\/p>\n
Example (please delete)<\/p>\n
U.K.: PDI = 35 (Hofstede, 2022)
\nExamples (please delete)<\/p>\n
Cultures with low PDI believe inequality in organisations should be minimised (Hofstede, 2022).<\/p>\n
Author (year) argues that power distance is related to the amount of employee voice in organisations\u2026<\/p>\n
It can be argued there is traditionally a preference for pluralism in UK employment relations\u2026 (Williams, 2020)<\/p>\n
Country 2:
\n2.\tCountry 1:
\nCountry 2:
\n3.\tCountry 1:
\nCountry 2:
\n4.\tCountry 1:
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\n5.\tCountry 1:
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Implementing Global Talent Management Strategy: A Comparative Analysis of Apple Inc. in the United States and India<\/p>\n","protected":false},"excerpt":{"rendered":"
A comparative analysis of global talent management strategy of Apple Inc. in the United States and India. Here is a basic framework that you can use: Introduction: Briefly introduce the topic, highlight the importance of global talent management strategy for multinational corporations, and provide a brief overview of Apple Inc. Literature review: Conduct a comprehensive […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[612],"tags":[3107,2655],"class_list":["post-6439","post","type-post","status-publish","format-standard","hentry","category-help-with-essay-writing-service","tag-a-comparative-analysis-of-global-talent-management-strategy","tag-help-write-my-homework"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/6439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=6439"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/6439\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=6439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=6439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=6439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}