Exam 3 Study Guide

Front 1

Cross-cultural preparation

Back 1

involves educating employees (expatriates) and their families who are to be sent to a foreign country.

Front 2

What is the percentage of organizations requiring mandatory cultural training for international assignments.

Back 2

Currently, only about 25% of companies require mandatory training for international assignments

Front 3

Expatriate

Back 3

people who work in a country other than their country of origin.

Front 4

parent-country national

Back 4

Employee whose country of origin is where the company has its headquarters

Front 5

Host Country national

Back 5

Employee from the host country

Front 6

Third Country National

Back 6

Employee who has a country of origin different from both the parent country and host country where he or she works

Front 7

Individualism

Back 7

Culture high in individualism expects participation in exercises and questioning to be determined by status in the company or culture

Front 8

Uncertainty Avoidance

Back 8

Culture high in uncertainty avoidance expects formal instructional environments; less tolerance for impromptu style

Front 9

Masculinity

Back 9

Culture low in masculinity values relationships with fellow trainees; female trainers less likely to be resisted in lowe-masculinity cultures

Front 10

Power Distance

Back 10

Culture high in power distance expects trainer to be expert; trainers expected to be authoritarian and controlling of session

Front 11

Time Orientation

Back 11

Culture with a long-term orientation will have trainees who are likely to acccept development plans and assignments

Front 12

Managing diversity

Back 12

creating an environment that allows all employees to contribute to organizational goals and experience personal growth regardless of their race, age, physical condition, sexual orientation, gender, family status, religious orientation, or cultural background.

Front 13

Key components of effective managing diversity programs

Back 13

Top Management Support, Recruitment and Hiring, Identifying and Developing Talent, and Employee Support

Front 14

O*NET

Back 14

unique, comprehensive database and directory of occupational titles, worker competencies, and job requirements and resources

Front 15

The Workforce Investment Act of 1998

Back 15

created a comprehensive work force investment system.

Front 16

Breaking the glass ceiling

Back 16

a barrier to advancement to the higher levels of the organization.

Front 17

Melting the Glass Ceiling

Back 17

Make sure that senior management supports and is involved in the program

Make a business case for change.

Make the change public

Using task forces, focus groups, and questionnaires, gather data on problems causing glass ceiling

Create awareness of how gender attitudes affect the work environment

Creat accountability through reviews of promotion rates and assignment decisions.

Promote development for all employee

Front 18

Succession Planning

Back 18

Process of identifying and developing the future leadership of the company. Helps attract and retain managerial employees by providing them with development opportunities to attain upper-level management as a career goal.

Front 19

Life Long learning

Back 19

refers to an account for adult education into which both the employee and the company contribute and the employee keeps--even if he or she leaves the company

Front 20

Joint Union Management

Back 20

provide a wide range of services designed to help emkployees learn skills that are directly related to their job and also develop skills that are "portable"-that is valuable to employers in other companies or industries

Front 21

What are the three aspects of career motivation?

Back 21

Career resilience, career insight and Career identity

Front 22

Career

Back 22

refers to the individual sequence of the person's life

Front 23

Career resilience

Back 23

the extent to which employees are able to cope with problems that affect their work

Front 24

Career insight

Back 24

involves 1) how much employees know about their interests and their skill strengths and weaknessess and 2) their awareness of how these perceptions relate to their career goals

Front 25

Career idenity

Back 25

the degree to which employee define their personal values according to their work

Front 26

Protean career

Back 26

based on self-direction with the goal of psychological success in one’s work.

Front 27

Psychological success

Back 27

the feeling of pride and accomplishment that comes from achieving life goals that are not limited to achievements at work

Front 28

Psychological contract

Back 28

the expectations employers and employees have about each other.

Front 29

Millenium

Back 29

Age 9 to late 20s

Independent spenders, globally concerned, Accept constant change, have high expectations, want challenging work and cyber savvy

Front 30

Generation X

Back 30

Mid 20s to early 40s

Diverse, independent, entrepreneurial, flexible, team players, hard time accepting authority, work life balance to be critical

Front 31

Baby Boomers

Back 31

Idealistic, competitive, flexible retirement