Technology Development and Globalization - Essay Sample

Introduction

Technology development and globalization have become a pressing matter in a significant proportion of businesses across the world. In this case, organizations are investing in the international markets to enhance their competitive advantage as well as expanding the market share. As businesses move to the global markets, they require to adopt globally integrated operations while still accommodating the local decision processes. Through this process, these businesses are facing the pressure of developing a culturally sophisticated workforce as well as business leaders that are technologically savvy. Collings et al., (2011), outline the relevant business practices that organizations can use to achieve intercultural competence and a successful global operational acumen. One key activity is international mobility which entails job rotations and international team assignments. Stahl et al., (2009) define international assignment as the situation where a company sends its employees from the local or third party country to another country for an assignment taking a year and above. Further, England & Jones, (2014), suggest that international assignments is considered the most effective strategy in shaping the capabilities and efficiency of global leaders as the opportunity allows the participants to acquire general management skills, develop a global mindset, as well as establishing a global network which is relevant in developing a globally integrated operation in the contemporary world.

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Undoubtedly, the international assignment is therefore vital not only as a leadership tool but also in shaping an individual's career. In this case, Stahl et al., (2009), outline two major types of international assignments which include demand-driven which is functional and learning-driven which is developmental. In the attempt to understand the contribution of these types of international assignments in developing effective global leaders, the paper will provide an extensive discussion of both aspects and their major differences while providing an example for each.

There exist major differences between the demand-driven and learning-driven purposes for international assignments. In a demand-driven purpose, it means that the international assignees have the necessary expertise and skills to handle the task they have been sent to complete (Stahl et al., 2009). Also, these assignees have the necessary skills required to address any challenges that they may face in the country the company will send them. In most aces, the demand-driven purpose assignees hold a high rank in education and the level of professional experience (England & Jones, 2014). Since they are qualified with sufficient experience, they hold significant abilities and attributes that help to adapt to the new environment and cultural practices with ease.

An example of a demand-driven purpose for international assignment can be linked to the technology industry. For instance, the United States is currently considered among the leading countries in technology development and innovation as compared to countries such as Mexico. In this case, an organization in the US may send an international assignee to Mexico to help them develop in terms of technology and innovation. The international assignee, therefore, shares the knowledge acquired in the US market with the Mexican while upholding the cultural differences that exist between Mexico and the US.

On the other hand, a leaning drive purpose for sending international assignees refers a situation where a company sends the international assignees to another country to benchmark and learn the new approaches and operational activities that these new countries are utilizing in their operations. Upon learning the new measures, the international assignees then bring back the knowledge back to the country through sharing to enhance the operational efficiency in the home country. The learning-driven purpose, therefore, provides a room for learning and development since this is the primary purpose of this type of IA (Collings at al., 2011). However, it is worth noting that while the learning driven assignees often travel to other countries for learning, they are also required to understand the social norms, cultural values, business ethics, and other professional capabilities required to participate successfully in a business environment. Therefore, it does not mean that learning driven assignees are not educated and experienced. The major difference is that their task in a foreign country differs from that of the demand-driven assignees.

An example of a learning-driven purpose for sending international assignees can be linked to the automobile industry. For instance, Germany is known for producing high quality cars such as the BMW model. On the other hand, Japan also has car manufacturing companies such as Honda. Given the learning driven mindset, Honda may send international assignees from Japan to Germany to learning the important techniques and then bring the knowledge back to Japan to help in advancing the production process. This process can, therefore, help Japan to learn better ways of producing a quality product as well as building their brand image.

Conclusion

In conclusion, both the demand-driven and learning-driven purposes of international assignments provide infinite ways through which a company can succeed by adopting globally integrated operations. In deciding the method to adopt, the organization should evaluate the organizational need to determine if the company requires help or it can offer help to others.

References

Collings, D. G., Doherty, N., Luethy, M., & Osborn, D. (2011). Understanding and supporting the career implications of international assignments. Journal of Vocational Behavior, 78(3), 361-371. doi: 10.1016/j.jvb.2011.03.010

England, M., & Jones, P. (2014). Diversification of access pathways and the role of demand-driven acquisition: A case study at the University of Utah. The Serials Librarian, 66(1-4), 96-105. doi: 10.1080/0361526x.2014.879012

Stahl, G. K., Chua, C., Caligiuri, P. M., Cerdin, J. L., & Taniguchi, M. (2009). Predictors of turnover intentions in learning-driven and demand-driven international assignments: The role of repatriation concerns, satisfaction with company support, and perceived career advancement opportunities. Human Resource Management, 48(1), 89-109. doi: 10.1002/hrm.20268