TASK DESCRIPTION Children educatio Personali Cross- n ty cultural Spouse's willingne allowanc ss to travel Spouseoverseas job assistanc compete Prior ncies internati onal experienc Age Host country housing assistanc Income tax equalisati on policy Overseas health care plan Length of the foreign assignme Career nt and repatriati Receptivity to Internation al Careers Family status Gender Marital status Educatio n Destinati Opportun on on Company ities for country planning culture career support (Tarique et al., 2015) Tarique et al. (2015) developed the receptivity to international careers framework. Reflecting on generational differences in contemporary organisations, you are required to evaluate this model critically by addressing the following: 1. Identify the factors that are more important to Gen X, Gen Y, and Gen Z in their receptivity to international assignments. (1,500 words) 2. Critically discusses how factors such as culture, personality and skills/experience may impact generational differences. (1,000 words) Follow instruction: 1.a) Write of this task "literature review" content to follow my **example image.u can cited latest reseachpaper, news paper, website, books article, etc. b)Give a model as draw, graph with description c) Mathodlogy type any calculation analysis type and result with result description *****see bellow literature content writing example T Automatic 29911 текине ана опен тергезен нarge vesicй инегемз от шеаност астотъ, гниз, текинез тепа to be institutionally, socially and technologically locked-in (Geels, 2005; Van der Vleuten and Raven, 2006; Cowan and Hultén, 1996). Transition research has a suong anaryucar core based on historical socio-technical case studies (Elzen et al., 2004: Geels, 2005). These case studies show that experimenting in niches is crucial for learning about social challenges and stimulating transitions. In the 1990s and 2000s, social scientists and policy makers have also developed and applied notions such as 'transition management' (TM) and 'strategic niche management' (SNM) with the goal of developing instruments for governing transitions into socially desirable directions (Schot et al., 1994; Kemp et al 1998: Van der Laak et al., 2007; Kemp and Loorbach, 2006, Loorbach, 2007). Both notions contribute an important role to 'transition experiments, which refers to innovation projects in which actors in society learn about social challenges. But there are also differences. In TM, experimenting is the third of in total four activity clusters (Figure 4). Each cluster represents a distinctive set of activities that together form a cyclical and iterative process. These activity clusters are 1 structuring the problem in question and establishing and organising a multi-actor network 2 34 developing a sustainability vision, transition agenda and deriving the necessary transition paths mobilising actors and establishing and executing transition experiments monitoring, evaluating and learning (Rotmans and Loorbach, 2006). xample