Assessment 1: Reflective Blogs.
Due date
Weighting
Type
Length
Submission
Individual
Requirements
7th April 5pm.
40%
Assignment
1000 words (2 blog entries of 500 words each submitted in one document)
Canvas online.
Please ensure that the two blogs are submitted in one document
This is an individual assignment although formative group discussion is part
of the early stage of the assessment (see Part A below)
Reflective Blogs.
• Part A. Group discussions (2) in weeks 2 and 4. (formative, no
mark attached)
• Part B. Two Individual written blogs arising from these two
discussions (2 blog entries of 500 words each; each blog marked
out of 20 for a total mark of 40).
Please ensure that the two blogs are submitted in one
document
Part A. Online Group Discussion on Canvas . this is done
In weeks 2 and 4 the lecturer will post a reflective question and relevant
material for students to read.
You will be allocated to an online discussion group. Please discuss
online the relevant material and also the reflective question. You and all
members of your group must contribute to both of the group online
discussions
You will only be able to access your own group while the lecturer can
access all online groups.
The lecturer will monitor each group and may respond occasionally to
the discussion thread.
You are expected to engage in online discussions for both of the
reflective questions i.e. weeks 2 and 4.
Part B. Written Blog.
Drawing on the online Canvas material, group discussions and other
articles/material that you have sourced, you are required to reflect on
the question and also link your reflections and discussions to your own
experience, practice or context.
Please note it is important to integrate your own experience, practice or
context into the reflective blog so that you develop your thinking
beyond the online group discussion.
The student reflections should draw on:
• online material/literature,
• group discussions
• additional relevant literature sourced by the individual
• individual practice, experience and/or context.
• Individual learnings and insights around your own experience,
practice or context.
Please note.
You must contribute to both discussions online (weeks 2 and 4) and
submit 2 individual blogs (500 words each). Please ensure that the two
blogs are submitted in one document on the due date.
The lecturer will monitor each group and respond to the discussion
thread on the forum occasionally.
Assessment
Guidelines
Programme
learning goals
Course learning
outcomes
Detailed assessment guidelines will be uploaded to Canvas
•
Be inquiring, open, and agile thinkers able to seek out and address
complex problems
• Be knowledgeable in a specialist area(s)
• Be adept at working in changing local and global contexts and
environments
• Be future generators of sustainable value for business and society
at large
• Be able to work collaboratively
• Be effective communicators
1. Appraise key global HRM challenges, strategies and trends in
multinational corporations and international non-governmental
organisations.
2.
Critically analyse the impact of the cultural context on ethical global
HRM staffing practices.
3.
Examine international career models and reflect on individual career
pathways
Assessment 1 Marking Criteria
Criteria
Ratings
Be connected
to business
Indicators of ACHIEVED WITH DISTINCTION
Demonstrates a thorough understanding of their HR field(s) of study, and their relationships
with the wider business landscape.
Indicators of ACHIEVED WITH MERIT
Demonstrates a substantial understanding of their HR/ER field(s) of study, and their r
relationships with the wider business landscape, but with some shortcomings.
Indicators of ACHIEVED
Demonstrates some understanding of their HR/ER field(s) of study, but limited recognition
of the interaction between their field/s of study and the wider business landscape.
Indicators of NOT ACHIEVED
Demonstrates a lack of understanding of their major field(s) of study, and limited or no
recognition of the interaction of their field with areas of business.
Be selfdirected
reflective
learner
Indicators of ACHIEVED WITH DISTINCTION
Examples drawn from the student’s individual practice, experience and/or context are
clearly identified, relevant and integrated into the discussion.
Indicators of ACHIEVED WITH MERIT
Examples drawn from the student’s individual practice, experience and/or context are
clearly identified, relevant and integrated into the discussion. There may have been
some minor inconsistencies and/or gaps.
Indicators of ACHIEVED
Has provided some examples drawn from the student’s individual practice, experience
and/or context. Examples are identified, factual, mainly relevant and discussed to some extent.
Indicators of NOT ACHIEVED
Little or no attempt to identify specific examples drawn from the student’s individual
practice, experience and/or context.. Examples used may be general and/or inappropriate.
Demonstrate
in-depth
knowledge of
specialist
discipline(s)
Indicators of ACHIEVED WITH DISTINCTION
The student has drawn on an excellent range (5-7) of appropriate academic articles and
other relevant resources. Comprehensive understanding of relevant concepts and theories;
the analysis, synthesis and application of knowledge is consistently clear and effective.
Indicators of ACHIEVED WITH MERIT
The student has drawn on a very good range (up to 5) of appropriate academic articles and
other relevant resources. Analysis, synthesis and application of knowledge is generally clear
and effective but has occasional shortcomings in understanding of relevant concepts and
theories.
Indicators of ACHIEVED
The student has drawn on a limited range (up to 5) of academic articles and resources which
are not consistently appropriate or always relevant. Analysis and application of knowledge
is mostly clear and effective but in parts reveals rather superficial understanding of relevant
concepts and theories.
Indicators of NOT ACHIEVED
The student has not drawn on appropriate and relevant academic articles and resources.
No or limited reproduction of relevant concepts and theories and/or impaired in parts by
considerable inaccuracies.
Be critical
enquirers and
Indicators of ACHIEVED WITH DISTINCTION
Assessment 1 Marking Criteria
Criteria
Ratings
creative
problem
solvers
Examines the topics extensively and discusses multiple perspectives appropriate to the topics. E
engagement in critical reflection, analysis and evaluation. Excellent indications of in-depth
thinking throughout both written blogs. Excellent insights.
Indicators of ACHIEVED WITH MERIT
Examines a range of appropriate perspectives and analyses topics. Very good engagement
in critical reflection, analysis and evaluation. A clear indication of some in-depth thinking
in both written blogs. Very good insights
Indicators of ACHIEVED
Describes a range of perspectives and analyses topics. There may be gaps. Some engagement
in critical reflection, analysis and evaluation. While there is some evidence of in-depth
thinking it may not be consistent across both written blogs. Some insights
Indicators of NOT ACHIEVED
Identifies a limited range of perspectives. Very limited analysis. Little or no engagement in
critical reflection, analysis and evaluation. Focuses on description rather than reflection
and analysis or may not be consistent across both written blogs. Limited insights.
Be effective
communicators
Indicators of ACHIEVED WITH DISTINCTION
Expressed ideas clearly and concisely. The language contains very few, if any errors in
grammar and vocabulary. If slips are present, the meaning is still clear. Conventions of
academic writing (e.g. references, citations) are followed meticulously.
Indicators of ACHIEVED WITH MERIT
Clear and concise expression of ideas with only few inconsistencies. The language is
generally accurate but contains some errors in grammar and vocabulary. Conventions of
academic writing (e.g. references, citations) are followed apart from the occasional oversight.
Indicators of ACHIEVED
Ideas correctly expressed but at times may not be clear and to the point. The language is
sufficient for understanding but contains errors in grammar and vocabulary that are
distracting. Conventions of academic writing (e.g. references, citations) are followed but
show errors and inconsistencies.
Indicators of NOT ACHIEVED
Expression of ideas is confused or difficult to understand. Errors in language and vocabulary
are frequent and distracting. Does not adhere to the conventions of academic writing
(e.g. references, citations).
Assessment 1. Part B
Individual Reflective Blogs
Guidelines
Theory on Reflection
John Dewey’s Six Phases:
• An experience
• Spontaneous interpretation of the experience
• Naming the problem(s) or the question(s) that arise out of the experience
• Generating possible explanations for the problem(s) or question(s) posed
• Developing the explanations into full-blown hypotheses
• Experimenting or testing the selected hypotheses
Process of Reflection
1.
An experience , task, incident or action
2.
Spontaneous interpretation of the experience in or just after the incident
3.
Review the experience and consider the problem(s) or the question(s) that arise out
of the experience
4.
Generating possible explanations for the problem(s) or question(s) posed by gathering
information from colleagues, peers, text books, web-sites, supervisors and
experts/experienced co-workers
5.
Suggest alternative ways of dealing with the issues/incidents in order to grow.
6.
Experiment or test the selected alternatives or suggested action plans
7.
Review original plans/interpretation and reconsider steps and suggest new steps
8.
What are new learnings and insights from engaging in this process of reflection.
Where does reflective thinking fit in the
workplace?
• What value does reflective thinking have for graduates and
professionals?
Application in the real world
Value in the Workplace
Review and reflect in order to continue learning and growing.
Review experiences and consider the problem(s) or the
question(s) that arise out of the experience. This might lead to
new insights into self, others and innovative new ways of dealing
with unresolved issues.
Generating possible explanations for the problem(s) or
question(s) posed by gathering information from colleagues,
peers, text books, web-sites, supervisors and
experts/experienced co-workers.
Discovering alternative ways of dealing with the issues/incidents.
Other?
Other resources on reflective thinking.
Reflective Writing Resources
Reflection generally requires the following:
•
A specific incident
•
A referenced description of relevant theory
•
Application of the theory to the incident and identification of any gaps between theory and practice
•
Discuss your personal learning from the incident (self-awareness)
•
You need to think critically ‘dig deeply’ to reveal insights to the incident
•
Include in addition to your objective analysis your feelings (self-awareness) It may help to view the incident through the eyes of someone else
involved in the incident and investigate, discuss the perspectives of others.
•
https://library.aut.ac.nz/doing-assignments/reflective-writing
•
https://www.learninghub.ac.nz/writing/reflective-writing/
•
https://student.unsw.edu.au/reflective-writing
•
http://www2.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Reflective-writing---a-basic-introduction.pdf
More resources on reflective writing.
• Also see the power point “Examples of Reflective Writing”.
Part B. Assessment 1. Reflective Question 1
Week 2
Choose one of the cross cultural models outlined in session/week 2 or choose one of the tedtalks
that discusses Maori values in the workplace. When you have chosen one model/values framework
please answer the following questions and share your ideas with your colleagues from your small
group by posting your thoughts online in the correct small group discussion forum.
• Explain the cross cultural model or the values framework and note what is distinctive about the
model or framework?
• Discuss how this model or values framework can help you in a diverse and global workplace.
• What challenges might this cross cultural model or values framework present for IHR Managers?
• What unique value might this cross cultural model or values framework bring to the organisation?
Please note that for assessment 1 there are two parts.
• Part A Group discussion on the reflective question and bullet points above. Posting uploaded to
group discussion forum on Canvas
• Part B Individual reflective blogs. Blogs and cover page submitted to turnitin as one document by
due date. Submit via Canvas.
Part B. Assessment 1. Reflective Question 2
Week 4
Choose one of the following globally mobile people: the assigned expatriate, the selfinitiated expatriate, the migrant or the refugee. When you have chosen one model please
answer the following questions and share your ideas with your colleagues from your small
group by posting your thoughts online in the correct small group discussion forum.
• Who are they and what is distinctive about them?
• What are their motivations to work for MNE, an International NGO or a local organisation
in their newly adopted home country (migrants and refugees).
• What challenges might they present for IHR Managers?
• What unique value might they bring to the organisation and why employ them?
Please note that for assessment 1 there are two parts.
• Part A Group discussion on the reflective question and bullet points above. Posting
uploaded to group discussion forum on Blackboard
• Part B Individual reflective blogs. Blogs and cover page submitted to Canvas as one
document by due date.
Part B Assessment 1
Part B. Written Blog.
Drawing on the online material, group discussions and other articles/material that you
have sourced, you are required to reflect on the question and also link your reflections and
discussions to your own experience, practice or context.
Please note it is important to integrate your own experience, practice or context into the
reflective blog so that you develop your thinking beyond the online group discussion.
The student reflections should draw on:
• online material/literature,
• group discussions
• additional relevant literature sourced by the individual
• individual practice, experience and/or context.
.
Further Guidelines
• In Part B you write an individual reflective blog (please see the resources
around what a reflection involves)
• *firstly by discussing the theory and responses that you engaged in from
the online group discussion. The next steps are nothing to do with the
online group discussion.
• *secondly you apply the theories to a real life experience of your own
from your past. In this second step you describe what happened and how
you felt at the time.
• *thirdly you draw on the new understanding that you have from your
online learnings of the theory (and any new and relevant theory you have
found) and apply it to this experience in retrospect to reveal new insights
and understandings that you now have but possibly didn't have when the
example happened.
Further Guidelines
• For the Reflective Blog in part B you write two reflective blogs (500
words each for a total of 1,000 word limit). However for part A you
participate in 2 online discussions.
• Please check the marking rubric so you know how you will be
assessed before you write the reflective blogs.
• The Reflective Blog is due 7th April at 5pm.
• Submission is via Canvas. You hand in ONE document which contains
both blogs.
References
• Dewey, J. (1993) How we think: A restatement of the relation of
reflective thinking to the educative process. Boston: Houghton Mifflin
Company.
• Moon, J (2004) A Handbook of Reflective and Experiential Learning.
Retrieved from
http://www.heacademy.ac.uk/resources/detail/subjects/escalate/421
4_Resources_for_reflective_learn
• Luft, J.; Ingham, H. (1955). "The Johari window, a graphic model of
interpersonal awareness". Proceedings of the western training
laboratory in group development (Los Angeles: UCLA
Reflective Question 1
One of the challenges that a global workplace usually faces is maintaining a good
understanding of every team member’s diversity and cultural differences. There are many
reasons for having a diverse workplace environment. For example, the growing trend for
immigration, where people move from their home country to another country; or if the
company is expanding globally that local employees will have to deal with someone from
another country eventually. No matter what the reason is, the Human Resource must be able
to create a healthy working environment for everyone inside the company, so that the cultural
differences will be respected.
One of the most used frameworks for cultural differences and diversity is that of Geert
Hofstede called Cultural Dimensions. In his study, he was able to identify six cultural
dimensions namely: Power Distance, Individualism / Collectivism, Masculinity / Femininity,
Uncertainty Avoidance, Long-term / Short-term Orientation and Restraint / Indulgence.
Culture is the “collective programming of the mind which distinguishes the members of one
group or category of people from another.” Meaning to say, it is basically what made up a
person and will always have a huge influence on how one person acts, thinks, and speaks. In
the workplace, culture affects how a person treats his or her co-workers, superiors and others.
With this, an employee must be willing to have an open mind to accept cultural differences,
or there will be conflict given over time.
Hofstede’s model helps in a diverse workplace community because the dimensions in his
model helps people understand the above-mentioned differences. For example, for power
distance, it talks about how different countries have different degrees in power and authority.
An American employee may find a Chinese employee hard to deal with, because the latter
prioritizes gathering rather than the usual attitude of Americans to always prioritize a deal
among other things. But if one is to only study Chinese culture, who values connection and
family ties, they will learn that Chinese people want to know first the people who want to
work with them, before deciding whether they will sign the deals or not.
In Hofstede’s study of countries that have high power distance, he concluded that people
there are more likely to accept that power inequality is good and acceptable. On the contrary,
countries with low power distance consider that all members are equal. With respect to this
dimension, a good HR will be able to determine how to balance the power and authority
within the company and create a game plan to which he or she will be able to motivate people
with the cultural mindset for high power distance, as well as those with low power distance
culture influences.
This in particular is important knowledge especially if the company that we are working in
has a clear hierarchy. High power distance requires clearly-clearly expressed authorities for
managers, while making it known for subordinates that they are expected to follow directions
that their superiors pointed them to. For international connections, information on this
particular dimension will help a company present itself in favor of the recipients. For
example, if you are sending one employee to a high-power distant country, send a more-
experienced employee who exudes power and authority if you want them to take your
proposal seriously.
Hofstede provides valuable information using his dimensions, and I think it will be highly
beneficial if a diverse company applies it diligently into practice. By doing so, the company
will be able to practice balance and have a harmonious relationship for all the employees.
Reflective Question 2
•
Who are they and what is distinctive about them?
An expatriate is someone who lives in a country other than their own. In popular
parlance, the word refers to educated professionals, skilled workers, or artists who work
outside their native nation, either individually or as part of a company's global
expansion strategy.
•
What are their motivations to work for MNE, an International NGO or a local
organisation in their newly adopted home country (migrants and refugees).
The chance to save money is one of the most appealing aspects of moving worldwide.
International job experience is regarded as both advantageous and disadvantageous.
Individuals are drawn to international jobs by their yearning for adventure. The settlingin process is aided by previous international commuting experience.
•
Drawing on the resources in week/session 3 what challenges might they present for IHR
Managers?
There are many different challenges might face IHR with their expatriate workers.
Culture shock is the most difficult aspect of managing expats. It's unrealistic to expect
expats to adjust fast, if at all. Having to acclimate to a new culture, work environment,
and social structure while having no immediate support system is no easy undertaking.
•
Drawing on the resources in week/session 3 what unique value might they bring to the
organisation and why employ them?
As businesses grow more ambitious, they begin looking for global talent, potential
partners, and target clients in international marketplaces. Each company begins as a bit
of an unknown entity when it enters a new market or produces a new product. It is more
difficult for them to acquire a hearing to demonstrate their competence and gain market
trust. Having experienced expats on your staff can help you generate a more favourable
impression of the organisation at this time. These are the people with connections and
a track record of success, and their relationship with the company can mean the
difference between doors opening and closing.
Purchase answer to see full
attachment