Write a 3-4 page analysis of a labor relations scenario and the impact of culture on unionization in the
international workforce.
Introduction
Just as cultures are different, so are the labor laws and rules that govern employment processes in
nations throughout the world. It is important to understand this point, so this assessment takes a closer
look at South Korea as an example of global differences in workforce relations and unions to orientate
you on the challenges HRM professionals encounter.
Preparation
For this assessment, consider the following scenario. CapraTek has several global HRM professionals on
an extended assignment to Korea. The workforce in the Korean operation is relatively stable and has
been non-union. Recently, a small group of employees has been moving in the direction of bringing a
union to the operation. This group is looking to join a national trade union. That national union believes
that if they could get into the organization through a small group or bargaining unit, then they could
spread throughout the firm.
In consulting with your U.S. employees in Korea, they shared that they simply did not know what would
happen. In the past, this union had been able to improve the compensation and working conditions of
some occupations, but not all. Also, the organization process had at times become contentious and
disruptive. Soon after the labor ministry approved the pipefitter union group, the union went into two
more departments. They sought to organize the electricians and the assemblers. The assemblers
represent about 80 employees, while the electricians are a small number like the pipefitters.
As union organizing activities began, the assemblers broke into two groups; one was sure that they
wanted to become part of the union, while the other more seasoned portion of the group was not sure.
The electricians did not want to say anything. They were unwilling to discuss activities with anyone in
the firm but each other. This group of employees represented long-term employees who were well-
compensated and often had a business on the side. They made an announcement through a letter to
both the union organizer and the HRM that they had no interest in becoming part of the union. The
assemblers went on for about two weeks and then the movement lost momentum as summer came and
many people went on vacation. The assemblers notified the union and HRM that at this time they were
unwilling to take a vote. During all of these activities you, as the senior HRM professional present,
advised all management personnel on the labor code requirements with respect to organizational
actions during organizing activities. All management personnel behaved professionally. There were no
violations of the labor code in terms of organizing activates by management personnel.
This assessment is not about what you as an HRM professional in a global setting should do when faced
with a situation of this type. It is about what you learned from this small story of labor relations in the
international workplace. We know what happened with the pipefitters. The assemblers seemed to be
fast to respond and slow to act, finally choosing not to act at all. Present your views of what occurred in
this situation with the following points in mind:

• In what ways was the union effective or ineffective in its organizing efforts? What are your
reasons for your position?
• What lessons in union activities has CapraTek HR in Korea learned from this experience?
• What lessons has CapraTek corporate learned about dealing with international union organizing
efforts? While union laws differ greatly from country to country, look at the general issues that
might be applied to similar situations.
• What cultural factors might have played a role in this situation? Which factors were the most
significant? How did culture influence this situation’s outcome?
Instructions
Include the following in this assessment:
• Evaluate the impact of culture on labor unionization.
o What cultural differences did you find in your research on Korean culture? What role did
culture play and how did it influence the outcome? What comparisons or differences
can you make to U.S. culture?
• Analyze this scenario to support your position on the effectiveness of the labor union’s
organizing attempt.
o How much of this effectiveness is driven by the national culture?
• Analyze how workforce roles influence the attempt to organize labor unions.
o What comparisons can you make to similar roles in the U.S., or what differences exist?
Additional Requirements
The deliverable for this assessment applies professional skills in HR to workplace situations that you will
likely encounter in your day-to-day work in HRM. As part of your learning, we focus on the development
of effective professional communication skills for the workplace.
• Length: 3–4 typed, double-spaced pages.
• Organization: Make sure that your assessment writing is well-organized, using headings and
subheadings to organize content for the reader.
• Font and font size: Times New Roman, 12-point.
• Resources: Use at least two scholarly or academic sources.
• Evidence: Support your assertions with data and/or in-text citations and create a reference list
at the end of your documents.
• APA formatting: Format resources and in-text citations according to APA Style and Format.
• Written communication:

o Convey purpose, in an appropriate tone and style, incorporating supporting evidence
and adhering to organizational, professional, and scholarly writing standards.
o Write for a specific audience, using the vernacular of the profession.
o Use spell-check and other tools to ensure correct spelling and grammar. Communication
is thoughtful and free of errors that detract from the overall message. Understand the
audience for each component and communicate appropriately.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course
competencies through the following assessment scoring guide criteria:
• Competency 1: Apply human resource principles and models in multiple contexts within a global
environment.
o Analyze how workforce roles influence the attempt to organize labor unions.
• Competency 2: Navigate the global legal and regulatory environment and its application to
human resource practice.
o Analyze this scenario to support your position on the effectiveness of the labor union’s
organizing attempt.
• Competency 3: Develop an awareness of global cultures and effective practices for working
across cultures.
o Evaluate the impact of culture on labor unionization.
• Competency 4: Communicate in a manner that is professional and consistent with expectations
for human resource professionals.
o Articulate meaning relevant to the main topic, scope, and purpose of the prompt.
o Support main points and conclusions with relevant and credible evidence.
Note: Your instructor may use the Writing Feedback Tool when grading this assessment. The Writing
Feedback Tool is designed to provide you with guidance and resources to develop your writing based on
five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work
has been evaluated.

The following resources support the assessment, Workforce Relations, which analyzes international
labor relations and the impact of culture on unionization, specifically in South Korea.
Global HRM Interactions
• Dowling, P. J., Festing, M., & Engle, Sr., A. D. (2017). International human resource
management (7th ed.). Boston, MA: Cengage.
o Chapter 9: International Industrial Relations and The Global Institutional Context.
The following media pieces provide views of different cultures and communications when working
internationally.
• Children Working in Factories.
o Child laborers often worked long hours under dangerous conditions to help support
their families before reform occurred with the help of labor organizers.
• Global map of World Cultures.
o This map provides a reference point to key cultures and provides insight into some
social nuances for each culture.
• Intercultural Communication.
o These videos show real people talking about their experiences that involve differences
between their culture and another culture they have either lived in or studied in. You
will see there is a wide array of differences across the cultures of the world.

Use the CapraTek: Cultural Considerations simulation to write a 1-page email concerning a cultural issue
faced by an American employee on a foreign assignment, and a 2-4 page analysis with
recommendations for leadership addressing CapraTek’s gift policy.
Introduction

Employees on foreign assignments may deal with cultural beliefs, values, and norms that are different
from those in the United States. Often times, cultural differences can create issues that conflict directly
with the employee’s organizational policy as well as the laws of the land. Human resource (HR)
professionals working for global businesses help create and manage expatriate conduct and compliance
policies.
Preparation
Complete the CapraTek: Cultural Considerations simulation, which involves a sales director who received
an expensive gift and is seeking guidance on what to do. The gift is part of the cultural norm of the host
country, but it may violate CapraTek’s gift policy. You will write an email to the employee, and based on
global cultural considerations, you will make recommendations to leadership regarding CapraTek’s gift
policy.
Instructions
• Analyze how Japanese culture views gift giving.
o How do Japanese and U.S. attitudes toward gift gifting differ?
• Assess CapraTek’s gift policy and cultural implications to make a recommendation.
o In your final draft of the e-mail to Jason Lin, make a recommendation of what to do
about the gift. Please consider there may not be a perfect answer, and you may
recommend a course of action that includes keeping the gift or one that favors returning
it.
o Whatever course of action you recommend, justify your recommendation based on
both the cultural issues and CapraTek’s gift policy. Support your recommendation with
scholarly or academic sources.
• Recommend modifications to CapraTek’s gift policy to avoid cultural conflicts.
o Would a gift acceptance policy need to be specific to all the countries CapraTek resides
in?
Additional Requirements
The deliverables for this assessment apply professional skills in HRM to workplace situations which you
will likely encounter in your day-to-day work. As part of your learning, we focus on the development of
effective professional communication skills for the workplace.
• Length:
o The e-mail should be one page, single-spaced.
o Your analysis and policy recommendations should be 2–4 typed, double-spaced pages,
including the resources page.
o Note: Both assessment components should be submitted as one document.

• Organization: Make sure that your assessment writing is well-organized, using headings and
subheadings to organize content for the reader.
• Font and font size: Times New Roman, 12-point.
• Resources: Use at least two scholarly or academic sources.
• Evidence: Support your assertions with data and in-text citations, and create a reference list at
the end of your documents.
• APA formatting: Format resources and in-text citations according to APA Style and Format.
• Written communication:
o Convey purpose, in an appropriate tone and style, incorporating supporting evidence
and adhering to organizational, professional, and scholarly writing standards.
o Write for a specific audience, using the vernacular of the profession.
o Use spell-check and other tools to ensure correct spelling and grammar.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course
competencies through the following assessment scoring guide criteria:
• Competency 1: Apply human resource principles and models in multiple contexts within a global
environment.
o Recommend modifications to CapraTek’s gift policy to avoid cultural conflicts.
• Competency 3: Develop an awareness of global cultures and effective practices for working
across cultures.
o Analyze how the Japanese culture views gift giving.
o Assess CapraTek’s gift policy and cultural implications to make a recommendation.
• Competency 4: Communicate in a manner that is professional and consistent with expectations
for human resource professionals.
o Convey purpose, in an appropriate tone and style, incorporating supporting evidence
and adhering to organizational, professional, and scholarly writing standards.
Note: Your instructor may use the Writing Feedback Tool when grading this assessment. The Writing
Feedback Tool is designed to provide you with guidance and resources to develop your writing based on
five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work
has been evaluated.

Assessment 6 Instructions: Interpretation of Survey Results

 

Provide a 5-7 page summary paper that integrates your findings from Assessments 1-4. This paper will describe how the survey was conducted as well as the results of the survey.

Introduction

In this assessment, you will integrate your findings from Assessments 1–4 and describe how the survey was conducted. You will also reflect on the limitations of the survey and think about potential improvements for a future study.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through the following assessment scoring guide criteria.

• Competency 1: Interpret a data set’s central tendency and variability using descriptive statistical procedures.
  • Interpret summary statistics for all survey questions.
• Competency 2: Evaluate the adequacy of data collection methods.
  • Evaluate constraints or limitations of conclusions based on survey results.
• Competency 3: Derive logical conclusions for inferential statistical calculations.
  • Derive logical conclusions for inferential statistical calculations.
• Competency 4: Solve problems in your personal and professional life by applying statistical procedures.
  • Interpret statistical analysis of data to explain the meaning of the survey results.
  • Explain the significance of survey results to research goals addressing an issue in one’s personal or professional life.
• Competency 5: Evaluate statistical arguments.
  • Recommend future study to further examine an issue in one’s personal or professional life.

 

In Assessments 1–4, you have gone through all steps from proposing a survey to producing and evaluating the survey data. For this assessment, you will analyze and integrate your findings from the previous components in Assessments 1–4. Write your paper from the viewpoint that you are presenting the information to an audience that is interested in your results. Include graphical representations as well as an explanation of descriptive and inferential measures, relating these components to the context of your survey. Only make claims that the data you collected can support.

The goal of your analysis and interpretation is to take the data that was collected and turn it into useful and usable information. Look for lessons that you learned from your data collection and results. What did you learn about the participants? What surprised you? Did you expect any of the results? Are there issues that arose that you did not understand? These may require further, more in-depth research. Discuss any limitations of the study.

In your paper:

• Interpret and communicate your results to your target audience.
• Include a brief summary of your population, sampling techniques, and survey.
• Communicate results, interpretation, and analysis of all assessments, including graphs (circle, bar, histogram), measures of central tendency, measures of variation, confidence intervals, and hypothesis tests.

Your paper should contain both a summary of results and an interpretation and analysis of the results. Every survey question should be addressed in your interpretation. You will not be able to comment on every little finding, so you will have to make some judgments about what might be the most interesting or revealing results.

Formatting Instructions

Submit a 5–7 page, double-spaced paper that includes the following sections:

1. Title Page.
2. Brief Overview of Survey. Briefly describe the overall goal of the study, population, sampling techniques, and survey.
3. Findings and Results.Summarize the results of the survey.
   • State each question asked and the proportions and sample sizes for the binary questions; and the means, standard deviations, and sample sizes for the quantitative questions.
   • State the confidence interval for each question and/or the results of the significance tests for each question.
4. Analysis of Results. Interpret and analyze survey results.
   • What did you learn from your survey?
   • What conclusions could you reach based on the survey results?
   • What surprised you?
   • Did you expect any of the results?
   • Are there issues that arose that you did not understand?
   • How did the study relate to the issue in your personal or professional life that you wanted to examine?
5. Limitations and Constraints of the Study. Consider to what extent the survey gave you reliable information about the population.
   • Review whether your questions were clearly stated and unambiguous.
   • Explain whether the sample method was appropriate for the type of survey.
   • Discuss to what extent the information the data generator produced is realistic.
6. Recommendations for Future Study.What further study would help you examine the issue of interest in this study?

 

 

SCORING GUIDE

Interpretation of Survey Results Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Interpret summary statistics for all survey questions.	Does not interpret summary statistics for all survey questions.	Identifies but does not interpret summary statistics for all survey questions.	Interprets summary statistics for all survey questions.	Interprets summary statistics for all survey questions and provides additional explanations concerning the summaries.
Interpret statistical analysis of data to explain the meaning of the survey results.	Does not report statistical analysis of data.	Reports statistical analysis of data, but does not interpret the meaning of those findings.	Interprets statistical analysis of data to explain the meaning of the survey results.	Interprets statistical analysis of data to explain the meaning of the survey results and describes the rationale for those interpretations.
Derive logical conclusions for inferential statistical calculations.	Does not derive conclusions for inferential statistical calculations.	Derives conclusions for inferential statistical calculations, but it is unclear if the conclusions are logical.	Derives logical conclusions for inferential statistical calculations.	Derives logical conclusions for inferential statistical calculations, and justifies those conclusions.
Evaluate constraints or limitations of conclusions based on survey results.	Does not list constraints or limitations of conclusions based on survey results.	Lists but does not evaluate constraints or limitations of conclusions based on survey results.	Evaluates constraints or limitations of conclusions based on survey results.	Evaluates constraints or limitations of conclusions based on survey results and explains how changes in study design might have strengthened the statistical arguments supporting those conclusions.
Explain the significance of survey results to research goals addressing an issue in one’s personal or professional life.	Does not identify a relationship of survey results to research goals.	Identifies a relationship of survey results to research goals, but does not explain their significance to address an issue in one’s personal or professional life.	Explains the significance of survey results to research goals addressing an issue in one’s personal or professional life.	Explains the significance of survey results to research goals addressing issues in one’s personal or professional life and proposes additions or changes to the study that would help increase the value of the results.
Recommend future study to further examine an issue in one’s personal or professional life.	Does not recommend future study.	Recommends future study but does not explain its usefulness for further examination of an issue in one’s personal or professional life.	Recommends future study to further examine an issue in one’s personal or professional life.	Recommends future study to further examine an issue in one’s personal or professional life and provides a rationale for why this is appropriate.