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Economic Impacts on Talent Management

TOPIC: Economic Impacts on Talent Management
Imagine your company produces a hybrid scooter that is suddenly popular because it uses solar energy exclusively and can hold a charge for more than one week or 1,000 miles. This affordable transportation alternative appeals to women and men of all ages. You are responsible for hiring a sales representative for this company. Your sales representative will be introducing the product to these new markets (your chosen country and that of one of your classmates), but keep in mind that the product is known through television and other media. The initial tasks for this sales representative will be to set up offices in your selected country, create marketing materials appropriate to their home culture, and negotiate contracts with appropriate dealerships in their market.
For this assignment, make a recommendation to your management team that demonstrates your analysis of different economic opportunities for your selected country and a different country researched by one of your classmates. You may want to refer to The World Factbook for more demographics information or the course file with additional cultural readings for each country.
Address the following in your paper:
1. Compare (Summarize) the market for this product in the two countries (India and China).
Answer and citation:
2. Analyze the country that support the employee skill sets necessary for the industry and uses scholarly sources in justification.
Answer and citation:
Justification and citation:
3. Compare the data on age, economy, labor, literacy, and unemployment rate for the two countries.
Answer and citation:
4. How do these findings affect your company’s ability to attract talent there?Summarize how demographics impact recruitment in the host countries using scholarly sources.
Answer and citation:
Answer and citation:
5. Which of the two selected (India or China) countries is more likely to have an employee base with the skill sets necessary for your industry?
Answer and citation:
Box 2: Workers’ qualifications in China and India:
Development challenges China rates just 4 per cent of its workforce as highly qualified. Only 36 per cent of workers have a lower secondary-school qualification. The remaining 60 per cent have little or no skills and are regarded as “elementary workers”; these include some 200 million migrants from rural to urban areas.
Four out of five German enterprises in China consider the lack of qualified workers the biggest obstacle to growth and competitiveness.* However, estimates show that one-third of all secondary vocational education graduates are unable to find appropriate jobs, and about a third of university graduates fail to find work during their first year after graduation.
Key elements of the “Opinion on Further Strengthening Efforts on Highly Skilled Workers Cultivation”, issued by the Government in 2006, include encouraging a broader variety of providers to supply training while also improving curricula and assessment; incentives to employers to hire more highly skilled workers; special remuneration schemes targeting higher-skilled workers; increased training for migrant workers and for business start-ups; and increased investment in training centres’ facilities and in the teaching profession.
In India, employment growth is almost exclusively concentrated in the informal economy, where more than 90 per cent of India’s workers are employed at low levels of productivity and income. Half of the country’s population over the age of 25 has had no education and an additional third have at best primary schooling.
Four out of five new entrants to the workforce have never had any opportunity for skills training. While enrolment in technical education institutions has increased (from 2.1 million in 2000 to some 3.8 million in 2005), there is a very high dropout rate in these institutions.
There is a huge shortage of teaching faculty in engineering colleges. At the same time, significant skills shortages are reported throughout the formal economy. In the information technology sector alone, the current deficit in engineers is estimated to be around half a million. In order to address these challenges, India adopted an ambitious National Skills Development Policy in 2009. Its main aim, in the words of the Union Minister for Labour and Employment, is to empower all individuals through improved skills, knowledge and internationally recognized qualifications to give them access to decent employment and to promote inclusive national growth. It is envisaged, among other things, to increase vocational training capacity to 15 million students over the 11th Five Year Plan period (2007-12). * GesellschaftfürTechnischeZusammenarbeit (GTZ China) 2009
• Business Monitor International. (2014). India business forecast report, (3), 1–51.
• Joshi, M. (2001). PassportIndia: Your pocket guide to Indian business, customs and etiquette. Petaluma, CA: World Trade Press.
• World Trade Press. (2010). India: Women in culture, business, and travel. Petaluma, CA: Author.
• Bering Guides. (2003). Business travel in China. Lindon, UT: Axiom Press.
• Business Monitor International. (2014). China business forecast report, (3), 1–47.
• Going Global. (2013). Going global career and employment resource guide for China. China Career Guide, 1–128.
• World Trade Press. (2010). China: Society and culture. Petaluma, CA: Author.

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