Q1. Technological advances are predicted by some academics as likely to have an almost apocalyptical impact on jobs. Discuss this view, and how organisations and managers might address the advances and increased use of technology (100 marks)
Q2. Outline both the benefits and downsides of companies adopting each of the following approaches to management; an ethnocentric approach and a polycentric approach (50 marks). Discuss how likely you think it is that in future companies will converge towards a particular model/approach towards HRM, justifying your ideas with reference to evidence and contemporary events (50 marks).
Q3. International assignments have typically been undertaken by high status employees. Discuss reasons why this may be (50 marks) and also how and why international assignments may alter in future (50 marks).
Q4. There are a variety of factors to be taken into account by MNEs in developing an international training and development strategy. Discuss the factors that you think need to be considered, and why you think these are important (50 marks). Provide an example of the approach to Training and Development taken by a Multi-National Enterprise, and critique this approach (50 marks).
Q5. Should organisations and managers provide clear career paths to their employees, or employees should act more proactively to develop their own career ladders? Analyse the difference between two approaches and support your analysis with reference to academic ideas and evidence (100 marks).
• In-borough inequality – with regards to income and resources; • The competition for borough resources by participants – chiefly private housing; • The construction of deviance – from criminal deviance to ‘cronyism’; • Participant’s self-defined ‘liberalism’; • Participant’s reported narrow engagement with public sector services & local issues I selected the central theme of imagining the economic as one which would allow me to explore the central phenomenon of the legacy of the global financial crash through the lens of the remaining six themes. The data set included participants employed in both private sector and public sector making this a potentially rich set of cases to draw from. I poised the research questions: • how recession is factored into participant’s description of the present and projection of the future; • can participant’s attitudes to austerity policies be gauged through the transcripts. I had a number of hypotheses or hunches: • That respondents’ language has traces of the public discourse of austerity and/ ‘big society’. • That respondents who report being more financially secure may reference wealth inequality in the borough less • That respondents see local council provision as not for them, comparative to their consideration of other residents in the borough • That deviance might be associated, though not exclusively, with certain forms of consumerism On a second read I open coded the text before grouping codes under parent nodes. Corbin and Strauss call this stage ‘the process of breaking down, examining, comparing, conceptualising and categorising data’ (Strauss and. Corbin 1990:61). At this stage I tried to code a number as from participant’s own wording (‘invivo’) – to remain as close to the text as possible, in line with a grounded approach. A number of codes were later grouped under the ‘priori’ code of deviance one with an antecedent sociological theoretical framework. My coding framework shifted throughout the iterative process between coding and analysis to settle on a coding framework. Grounded theory is characterised by the risk of data fragmentation. To mitiga>GET ANSWER