Sample Environmental Studies and Forestry Paper on Cultural literacy in personal and professional environments

Cultural literacy in personal and professional environments

Alternative Source Inc. (ASI), a firm that installs wind, solar, and water-generated energy systems, has named Jorge as the worldwide team manager to handle some new global teams. ASI has selected Jorge. The former employees of a gas exploration company in North America that Jorge worked for were just a phone call away. Team members and their families were taken to India by Jorge, where they worked with Indians and Indian clients. All the decisions were made by Jorge. Their performance in the field has been poor after five months (Falloon, 2020). It appears as though Jorge’s teams and their families are unsatisfied with the new environment due to internal disagreements and a “client lack of engagement.” ASI’s executive management team has voiced concerns. ASI hires new workers based on their abilities, according to the company’s employee handbook, from a pool of applicants that reflects the diversity of the company’s global customer base.

Based on the provided information, three issues can be identified. Instead of hiring alternative energy experts, Jorge hired gas exploration teams. There may have been a mismatch between the employee’s abilities and the job description. Due process and credentials may have been overlooked in favor of Jorge’s friends and family members when he hired his former coworkers, resulting in a perception of favoritism toward Jorge’s friends and family members. These teams were despatched to India from their headquarters in the United States. No mention of cultural and social instruction was made before they were transported to India or expatriated. As a result of this, the way people conduct business may be disrupted (Falloon, 2020). The social structure of India is complex due to the country’s large number of ethnic groups, languages, religions, and castes. It is easier for multinational teams to operate in India because of the country’s complex social structures. Because all decisions were made by Jorge and subsequently conveyed to the teams, the Indian senior management team had very little authority. A lack of progress was evident after five months of playing time. This led to an unpleasant outcome. They were frustrated by tensions and disagreements within the team and with their clients, as well as by the lack of cooperation from the latter.

An employee handbook explains that the corporation selects employees based on their aptitude and the company’s global clientele, according to the handbook. This unjust and unpleasant situation arose after Jorge’s five months on the job as global team manager, when he violated the rules of due process. Jorge was laid off. For their global clients, it was evident that a wide range of applicants was needed, and so global HRM principles for hiring the teams were a logical beginning point.

An excellent beginning point might have been the company’s policy, which is stated in the employee handbook, that ASI picks personnel based on their abilities from a diverse pool of applicants who represent ASI’s global client base (Odinokaya et al., 2019). There must be strict adherence to all company regulations and procedures in order to protect not only Jorge but also the company and its clients. A meritocratic system rather than one that relies on favoritism could have saved Jorge from making an error in hiring the correct people had he followed the company’s employee handbook’s recommendations for recruiting. As a result, they should have been educated in Indian customs and culture before deployment so that they were aware of the cultural variances and diverse working styles of local teams and their clients’ attitudes and expectations. Customers and employees in India are more important than laws and procedures when it comes to doing business in the country. Having local teams empowered to make their own decisions would have been better for the organization and its employees.

 

References

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development68(5), 2449-2472.

Odinokaya, M., Krepkaia, T., Sheredekina, O., & Bernavskaya, M. (2019). The culture of professional self-realization as a fundamental factor of students’ internet communication in the modern educational environment of higher education. Education Sciences9(3), 187.