THE NEED FOR EDUCATION SUPPORT Concerns over finding suitable schools for children and them settling in well can prove to be a major barrier to international assignment acceptance. Research indicates that identifying and placing children in appropriate educational institutions is a major cause of stress which can lead to reduced employee productivity, assignment refusal or early return. Research also shows that families are less likely


to agree to take up a posting abroad when they have teenage children. This is due to concerns over educational continuity and the potential effects of disrupting children’s education during key stages leading up to important examination milestones. For employers, this means a reduced talent pool from which they can draw upon to fill international positions. Research also highlights the reluctance of women


in particular to accept assignments where children’s education is not supported effectively by their organisations. For employers, this affects their efforts to widen diversity in their international assignee workforce. The provision of employer support for children’s


education is thus paramount within talent management in an international context. It can help to drive forward competitiveness through the employment of the best possible staff and by capitalising on the widest range of ideas.


COST REDUCTION Set against this, organisations are seeking to be more competitive through cost reduction. An area that falls under the spotlight is the cost of finding schools and the school fees themselves where children are unable to attend state schools (for example, because of language and curriculum differences). Over the years employers have been gradually


reducing the educational support articulated within their international assignment policies. To some extent this follows trends in parental choice, but it also reflects different approaches to international policy design aimed at providing greater flexibility to the business. For example, it is less common today for parents to wish to leave children behind in boarding schools while they undertake an assignment. Hence, it is becoming unusual to see boarding school fees met by employers along with reunification air fares being paid in school holidays. It is notable that employers have increasingly made


use of single status assignments such as short-term, commuter and rotational assignment patterns. To some extent this reflects entry into new markets which lack expatriate support structures (such as appropriate family housing and schooling facilities) but it is also a means of cost reduction. Sending employees on single status is less expensive


than family mobility. However, employers should consider the talent and productivity implications of


solo mobility. Research indicates that family separation causes stress, so does frequent travel. Short periods in the host location also reduce opportunities for achieving full cultural integration. These can all affect productivity negatively, reducing cost effectiveness of the assignment.


POLICY FLEXIBILITY To provide greater flexibility to the business, education support may not necessarily be listed as a core element of the relocation policy; rather it may be presented as an option that gives the business flexibility to offer it if it is considered to be a necessity to attract particular talent. Organisations are increasingly offering lump sums


to address aspects of relocation so that assignees can choose to spend the funds on what they feel they need. The intention behind this approach is to improve the employee experience. Potentially education support might fall within this cafeteria benefits style framework. Care needs to be taken though as parents are likely


to need advice on appropriate schools to ensure the curriculum dovetails well with the home country system and to address special educational needs. Advice from specialist educational consultants is therefore a valuable part of employer support.


POLICY CONTENT Where education support is articulated specifically within the international assignment policy, provision may be made for payment towards school search assistance, with the fees of specialist consultants met. The aim of this service is to identify suitable schools and secure places. This can prove difficult for parents to manage themselves especially if they are moving mid- term/school year. With respect to the payment of school fees,


organisations may meet the full costs but it is more likely that there will be some restrictions placed around this. For example, employers might: meet the costs up to a specified maximum based upon the average of those charged by a range of comparable institutions (typically excluding elite establishments); pay a percentage of the fees; simply pay a flat rate sum towards the cost; and/ or place a cap on the number of years that educational support will be offered. Organisations may also apply a “home education


deduction”. The latter refers to the employer meeting any additional school fees after deducting the cost of any fees met privately by the employee in the home country prior to the assignment. The logic behind this is that the employer accepts responsibility for additional costs incurred by relocating abroad but the employee does not profit through saving costs that they would have met at home. It is notable that education support may be restricted


to secondary school educational stages, with support for younger children withdrawn or reduced. It is less likely today for employers to meet the costs of “extras”


23


GLOBAL MOBILITY


INTERNATIONAL ASSIGNMENT POLIC Y : EDUCATION


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86