training is not the main focus of the question).

Students might also make reference to

performance appraisal and performance management (with coaching, feedback etc.), though
again this is not the main focus of the question.
Inn terms of recommendations, students should advise Helen of ways to avoid these problems
and achieve a more satisfactory assignment, based on the critical analysis of the case.
Students should make reference to the following themes and criteria in their analysis:
 feasibility of recommendations
 realism of recommendations
 cost-effectiveness of recommendations
 objectivity of analysis
 organisational effectiveness
 thorough analysis of issues
 cultural analysis: especially comparison of China and UK
 appropriateness of recommendations for context:
o (Bo tronics and China)
o company and country
They need to:
 identify organisational and individual factors that have contributed to the current
situation;
 analyse the data with reference to theory and models of culture, cultural shock,
adaptation, expatriate recruitment and selection, etc.;
 evaluate alternative approaches to how this could have been handled;
 devise action plans to remedy the current situation;
 implement the action plan, outlining implications and with reference to theory and
models.
Topic 6. You are the newly appointed head of talent management, with responsibilities for the
talent and performance agendas, providing resourcing partner support, and reporting to the HR
director (who reports to the board). A team of ER specialists and service providers report to you.
1. What KPIs would you suggest to the HR director for each of these four areas?
2. What recommendations would you make for delivering the performance framework and
talent frameworks, and how can the HR function help bring these to life?

1. Students might suggest for a dynamic work environment:

1. measuring labour attrition and turnover;
2. assessing the employer brand: is NFS seen as a good company to work for?
For example, they might suggest that reducing turnover, from say 30% in 2008 to 36% by
2010, to 30% by 2014 and to 24% by 2016, will generate a calculable business benefit.
For customer service students might suggest:
3. assessing employee satisfaction and engagement;
For productivity they might suggest:
 how many units of value (profit, sales, cases etc., depending on level, job and function)
are delivered per employee.
For capability they might suggest:
1. Does the business have the appropriate skills in place?
2. Is there leadership strength in the succession plan?
Students might go further than this, to discuss ways of evaluating ER as discussed in the
modules, especially in human resource planning (e.g. stability indices) and recruitment indices
(e.g. time to fill vacancy, number of applicants generated) and selection indices (e.g. utility,
adverse impact on equal opportunity, feasibility, impact on applicants including internal
candidates).
1. For performance, students might suggest a team briefing and engagement process, led by
line managers and supported by a performance manual. This would describe how the
organisation supports performance through organisation and job design, reward
management, recognition and feedback engagement and accountability/responsibility
through a PDR (performance development and review) process, and how leaders can
generate high performance. This would involve a PDR framework, rolled out to managers
and supported by training in how to use it. This might involve self-assessment and 360-
degree feedback as well as boss assessment.
For talent, students might suggest agreeing a talent framework, linking performance, talent
assessment and development with the board and conducting a talent review of the whole
company, led by the board. This