Ans1)

The author is trying to answer or address the following issues related to IHMR.
a. What is the structure and extent of formalization of IHRM teaching/learning in Australian universities?
b. What is the structure and extent of formalization of IHRM in organizational practice?
c. What do academicians and practitioners view as the current issues in IHRM?
d. What are viewed by academicians and practitioners as the most important issues in the coming 3 to 5 years?
e. What roles should IHRM academicians and practitioners play in assisting the development of the IHRM field?
f. What are the IHRM areas most in need of improvement within organizations?
g. Are there evident innovations or examples of best practice in managing IHRM within organizations?
human resources in a multinational corporation, while balancing the integration and differentiation International HRM
(IHRM) is the process of procuring, allocating, and effectively utilizing of HR activities in foreign locations.
An understanding of IHRM is of growing importance for a number of reasons, the most significant of which are:
Recent years have seen a rapid increase in global activity and global competition. As the MNCs increase in
number and influence, so the role of international HRM in those companies grows in significance.
The effective management of human resources internationally is increasingly being recognized as a major
determinant of success or failure in internationalbusiness.
Research evidence shows that (i) shortage of international managers is becoming an increasing problem for
international firms, (ii) to a large extent the successful implementation of global strategies depends on the existence of
an adequate supply of internationally experienced managers, (iii) business failures in the international arena may often
be linked to poor management of human resources, and (iv) expatriate failures continue to be a significant problem for
many international firms.
In this connection, Schuler et al. (1993) argue that:
1. HRM at any level is important to strategy implementation;
2. Major strategic components of MNCs have a significant bearing on international management issues, functions, policies
and practices;
3. Many of these characteristics of strategic international human resource management can help or hinder the MNCs in their
attempt to achieve their goals and objectives; and
4. There are various factors that make the relationship between MNCs and strategic IHRM complex, thereby making the study
of IHRM important.
Objectives of IHRM are as follows:
1. To reduce the risk of international human resource
2. To avoid cultural risks
3. To avoid regional disparities
4. To manage diversifies human capital
P.Morgans Model of IHRM

Ans 3)
Concern about a gap between academic research, the basis for pedagogy, and management practice is not new. Rynes et al. (2001),
recent guest co-editors for a specialresearch forum titled Knowledge transfer between academics and practitioners for the Academy of
Management Journal, report a crisis in the field of organizational science. Its main symptom is that the more sophisticated our research
technology has become, the less useful it has been seen to be by practitioners for solving their organizational problems. Rynes
et al. note [o]bservers have long noted a considerable gap between organizational research findings and management practices
(2001: 340). They review evidence of the pervasiveness of a management research practice gap and comment that others have shown
managers typically do not use academic research or academic research findings when developing their management practices.
Moreover, when organizations agree to participate in academic research projects, generally they are not interested in perusing the
results of survey/interview data made available to them by the academicians at the completion of the data collection phase or the project
overall. Instances where researchers consult with practitioners when formulating their research questions are also rare, according to
Rynes and Trank (1999). Practitioners perceive research results to be useful according to the degree to which they can interpret them, and
when they are designed collaboratively and in context. Mohrman et al.s findings indicated practitioners found research results
most useful when they are jointly interpreted with researchers and are informative to self-design activities (2001: 369). We note that
Mohrman et al. (2001) define self-design as those actions and cognitiveprocesses that individuals use to reorganize and redesign their
organizations in accordance with the dynamism of organizational environments.
Further, despite past investigations into the gap between the normative recommendations of organizational
researchers (Rynes et al., 2001: 340) and managemen tpractices, it appears that, to date, there has been no
attempt to investigate the existence nature and extent of any such gap in the specific genre of IHRM.
One way in which academicians transfer their research-based knowledge to current and future practitioners is through
the pedagogy of their IHRM courses. The primary objective of the research presented in this article is to analyse both IHRM
managers and academicians understanding of the pedagogy and practice of IHRM. In aiming to develop understanding of
the major issues for teaching and working in IHRM in Australia, our research has entailed surveying key IHRM
university academics and IHRM practitioners around Australia for their views on current issues and future directions for this
field. We intend the findings to prompt discourse about the extent to which IHRM pedagogy and practice are aligned, and
how academicians and practitioners, together, can assist in the development of the IHRM field. Before presenting our
research, in the following section we provide an overview of the academic
Ans4)
In respect to the categorizations of HRM referred to earlier, they have concluded that, overall, the academic responses could be best
categorized as focused on realigning IHRM (with a focus on cross-cultural management and analysis of comparative IHRM systems) and
those of the practitioners as building IHRM (with a focus on the functional elements of IHRM, such as recruitment and selection, training
and development, performance management and reward management). Although there are obvious differences in perspective between
the groups, there is some common ground: responses from both groups indicate that they recognize the need to develop the
strategically advanced practice of steering via IHR. This finding suggests that, while they are all aware of the need for more dialogue
and knowledge exchange, perhaps, instead of considering a pedagogy practice gap, they need to see this as a duality, comprising
opposing forces that must be balanced because they are complementary (Evans and Genadry, 1998).
Main challenges in IHRM are as follows:
High failure rates of expatriation and repatriation
Deployment getting the right mix of skills in the organization regardless of geographical location
Knowledge and innovation dissemination managing critical knowledge and speed of information flow
Talent identification and development identify capable people who are able to function effectively
Barriers to women in IHRM
International ethics
Language (e.g. spoken, written, body)
Different labor laws
Different political climate
Different stage(s) of technological advancement
Different values and attitudes e.g. time, achievement, risk taking
Roles of religion e.g. sacred objects, prayer, taboos, holidays, etc













































































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