HRM in the German Business System: A Review

Giardini, Angelo; Kabst, Rüdiger; Müller‐Camen, Michael

doi:10.5771/0935-9915-2005-1-63

Cited by 21 publications

(15 citation statements)

References 32 publications

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“…Some studies have emphasised the difference between a particular country (e.g. Germany) and the pattern of HRM typically represented in the international journals and by consultancies (Festing, 2012;Giardini, Kabst, & Müller-Camen, 2005;Müller, 1999aMüller, , 1999b. Others identify differences between countries such as the UK and Japan (see e.g.…”

Section: The Role Of Contextmentioning

confidence: 99%

Crossing the streams: HRM in multinational enterprises and comparative HRM

Brewster

Mayrhofer²,

Smale

2016

Human Resource Management Review

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Section: The Role Of Contextmentioning

confidence: 99%

Crossing the streams: HRM in multinational enterprises and comparative HRM

Brewster

Mayrhofer²,

Smale

2016

Human Resource Management Review

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“…In such economies, privileging the notion of Gemeinschaft (Tönnies, 1912), or a stakeholder-and network-based business system (Harvey and Maclean, 2010), the institutional environment encourages and facilitates information sharing and collaboration, and relations between economic actors tend to be relatively cooperative and enduring. In Germany, for instance, the dual educational system is jointly governed by professional organizations, employer associations, and trade unions, and combines on-the-jobtraining with state-regulated vocational and general training (Giardini et al, 2005). This system produces committed workers who are competent in dealing with organizational problems across skill boundaries.…”

Section: Contextualizing Situated Learning In Multinationalsmentioning

confidence: 99%

Bringing context and structure back into situated learning

Hotho

Saka‐Helmhout

Becker-Ritterspach

2013

Management Learning

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Practice-based studies have progressed thinking in the knowledge, learning and innovation field by emphasizing the continual negotiation of social structures and meaning through participation.Yet only a few contributions discuss how participation and learning are affected by broader structures. This is an inconsistency in the understanding of 'situated' learning where learning through participation is restricted to the immediate community involved in a social activity. We aim to address this inconsistency by investigating the effects of the interplay between institutional and organizational structures on patterns of participation and, in turn, learning outcomes. We develop a framework of situated learning in MNEs, and explore its value through a comparative case study of the introduction of new practices in four subsidiaries of two MNEs in two contrasting national institutional systems. Our case findings suggest that while the interplay between institutional context and organizational structure indeed matters, it does not determine collective participation and situated learning as actors can actively create solutions when structural conditions and institutional demands are less aligned. ' (Contu and Willmott, 2003: 294) Keywords

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“…Practices in German companies tend to be highly institutionalized in collaborative national business systems that support cooperation between collective actors (Whitley, 1999). Key labour market institutions of collective bargaining, co-determination and initial vocational training deem human resource management by a pluralistic style (Giardini et al, 2005). It is argued these highly institutionalized features of Germany restrict the implementation of foreign practices (e.g.…”

Section: Discussionmentioning

confidence: 99%

Agency-Based View of Learning within the Multinational Corporation

Saka‐Helmhout

2009

Management Learning

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Organizational learning within the international management field is commonly understood as knowledge transfer. Context-based and actor-centred investigations into the aspects of the social system that shape the learning process have received less attention. This study highlights the role of agency as embedded in MNC coordination networks where knowledge is distributed across a social system to account for non-isomorphic patterns of learning. It points to the social dimension of MNC learning by explicating actors' responses to acquired knowledge. The study is based on case studies that systematically compare the ways in which parent company knowledge diffuses to subsidiaries in the European chemical industry. It concludes that learning within multinational corporations is shaped by actors' orientation to drawing on the past, the present, and the future to inform their current practice beyond knowledge transfer.

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HRM in the German Business System: A Review

Cited by 21 publications

References 32 publications

Crossing the streams: HRM in multinational enterprises and comparative HRM

Crossing the streams: HRM in multinational enterprises and comparative HRM

Bringing context and structure back into situated learning

Agency-Based View of Learning within the Multinational Corporation

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