Challenges Faced by Expatriate Workers Essay

Challenges Faced by Expatriate Workers Essay

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Challenges Faced by Expatriate Workers Essay

Challenges, Faced, Expatriate, Workers, Essay

 

What do you believe are the biggest constraining factors to keep someone from taking an expatriate assignment? Please explain.

In addition to your reading, the following post might help you in crafting your response:

The Hofstede Center: a plethora of information of cultural considerations by country, and world map.

Instructor video lecture: Hofstede’s dimensions (power distance, individualism/collectivism, uncertainty avoidance, masculinity/femininity)

Globalization: Business in a Borderless World instructor video

See the Discussion post examples before crafting your post and the attached discussion rubric. To receive full credit, your response to the question should be posted by March 16, 11:59 p.m. CST. Your peer response is due by March 19, 11:59 p.m. CST.

Main post example

“Management potential” is a phrase I often see in job descriptions, and often I get thrown for a loop. What exactly is “management potential,” and do I have it? These are the questions I often asked before moving on to the next job listing. However, after reading Chapter 1 of our textbook and examining the article provided above, I have gotten a much better idea of what management potential is, and what I can do to prove I possess it.

One of the most important themes I have noticed while reading Chapter 1 were the interactions between the manager and his or her employees. As stated in Section 1-4 on pages 9 and 10 of our textbook, one of the three major roles managers must play are interpersonal roles.

The textbook even further defines these roles in subroles, which outline various scenarios where the manager is interacting with his or her subordinates in some way or another. On page 9, the Section 1-4 even specifically states that “[m]ore than anything else, management jobs are people-intensive.”

The interpersonal theme is also consistent throughout the other roles listed in Section 1-4, such as the releasing of information or your employees under informational roles on page 12 and the handling of disturbances in the workplace under decisional roles on page 13.

In the article above titled “Manager should recalibrate to attract and retain top employees” written by Dr. Gilbert, Dr. Gilbert included some statistics from a 2017 Workplace Bullying Institute study that stated that more than 60 million US workers suffer abusive behavior in the workplace, where bosses were the “… perpetrators in an approximately 2-1 ratio.”

In response, Dr. Gilbert lists four different ways to create a more positive environment via interpersonal connections: establish an office of equals by creating a mutual environment, talk to your employees face-to-face rather than only email correspondence, give your employees a say when it comes to making certain decisions, and learn how to come across to your employees to avoid a unnecessarily negative office environment.

In a world where, according to a Pew Research Center study, more than one third of the workforce is made of millennials, Gilbert states that older styles of more aggressive and exclusive management are being replaced with a more employee-friendly and mutual workplace environment that values positive interpersonal connections.

With this information provided through the textbook and Dr. Gilbert’s article, I have come to establish an idea of how to respond to the “management potential” question. While I have not had any previous managerial experience, I could prove my management potential through my human-to-human connection skills. I often find myself being able to sympathize with others well, while also not sacrificing the goals I must achieve.

For example, during my time volunteering at a local thrift store and food pantry, the all-women employee group often clashed over various things. Those things included who completes what task, how to organize different items, or what to bring out from storage to the storefront.

So, I learned how to deescalate these situations throughout my time there. I would typically sit down with the opposing parties and discuss pros and cons on each of their ideas for the store. During this time, I typically kept a low voice and allowed the sides to do most of the talking. Usually, this ended up in some agreement on what decision needed to be made.

Of course, there were times where it didn’t always work out, but through further suggestions and person-to-person conversations, we always made something work to keep the store running.

So in conclusion, I may have not had any previous managerial experience, but I could definitely prove to become a great manager in the future through genuine and positive interpersonal connections with my subordinates.

As demonstrated in Chapter 1 in our textbook and the article written by Dr. Gilbert, these interpersonal connections are one of the most important aspects of any manager’s career. And from my past experiences and new knowledge on how to be a great yet efficient boss, I feel as if I could prove that I have “management potential.”

Encouraging your workers and keeping them working ahead on company goals is definitely a great skill to have. This skill could fall under the leading function, as the textbook states that the leading function ” . . . involves inspiring and motivating workers to work hard to achieve organizational goals,” (6). Working with and encouraging your workers can also fall under interpersonal roles, or more specifically the leader role, in which ” . . . managers motivate and encourage workers to accomplish organizational objectives,” (11).

The book also mentions that the encouragement of workers and overall environment positivity is often a responsibility of top managers and first-line managers. Top managers are responsible for the development of ” . . . employees’ commitment to and ownership of the company’s performance,” (7).

First-line managers take on the responsibility of ” . . . encourag[ing], monitor[ing], and reward[ing] the performance of their workers,” (9). If you put the emphasis of your ability to encourage your workers to be productive, then these two positions might best suit you.

When offered an international assignment, a lot of people start daydreaming of all the things they want to see and do. According to our textbook on page 179, “If you become an expatriate, someone who lives and works outside his or her native country, chances are you’ll run into cultural surprises.”

Hence, in addition to planning your adventures, you should also research and learn about the cultures. There are several factors to consider before taking the leap and accepting an expatriate assignment. The potential expatriate must weigh the pros and cons before jumping in with both feet. Although it may seem like a once-in-a-lifetime opportunity, is it right for you?

The first consideration would be dealing with language or communication barriers. According to our textbook, “simple things such as using a phone” or “asking for directions” may be misunderstood and frustrating (181). Although some expatriates receive training, most do not. Furthermore, conducting business in a foreign country is challenging.

For example, without knowledge of the culture or speaking their language, you may be at a disadvantage and miss opportunities. Additionally, your body language or nonverbal expressions may be offensive if misunderstood.

Secondly, the potential expatriate’s family would be an important consideration. According to a Harvard Business Review study, “32 percent of those offered international assignments turned them down because they did not want their families to have to relocate, while 28 percent turned them down to protect their marriages (183).”

This factor is very important because taking the assignment would affect all your family members directly or indirectly. For example, your spouse and children would have to adapt to the new culture and essentially start their lives over in unfamiliar territory.

Last, according to a blog posted by the Wall Street Journal, once an employee returns from overseas, “companies aren’t always prepared.” Often, their careers take a downward turn, and their time abroad is not recognized.” The CEO of Crocs, John McCarvel, said, “he still sometimes feels like a’foreigner’ at the office.” The fear of not being accepted or feeling unappreciated when you return is a factor when thinking about taking an assignment abroad.

In closing, there are many factors that might discourage someone from taking an expatriate assignment. Personally, my family would be the biggest consideration.

Resources

“Chapter 8.” MGMT¹¹: Principles of Management, by Chuck Williams, 11th ed., Cengage, 2019.

1. Feintzeig, “After Stints Abroad, Re-Entry Can Be Hard,” Wall Street Journal, September 17, 2013, accessed June 14, 2014

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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