978-1259317224 Chapter 11 Part 2

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

CONNECT TOOLS FOR CLASS PREPARATION

SmartBook

What is SmartBook?

SmartBook is a digital version of your course textbook. It contains the same content within the

textbook, but unlike a typical eBook, SmartBook actively tailors that content to your individual

needs as a student. SmartBook can be accessed online through your laptop, tablet or

smartphone and is also accessible when you’re offline!

How Does SmartBook Help You/Students?

• Assignable – assigning students their reading and studying their textbook content

ensures they are coming to class prepared.

• Proven to help students get a better grade. Studies show SmartBook technology can help

increase grades by a full letter.

• Save time. Study smarter. SmartBook makes sure students focus on the things you don’t

know so they can prioritize your study time wisely.

• No more cramming. SmartBook helps learners retain key concepts so you can learn—not

memorize.

• Accessible on the go. Use SmartBook on your laptop, tablet or smartphone–online or

offline–via your browser or mobile app.

• Results in real time. Track student progress–and prevents them from wait for midterms

or finals. Know how well you understand the material now.

How to assign SmartBook to ensure students come to class prepared?

• On the Connect course homepage click “add assignment” > LearnSmart > Select the

chapter

• Decide what content you’d like your students to study, and how much time you’d like

students to spend on their work. Start by narrowing down the content prior adjusting the

slider bar. – Many instructors find it useful to limit the assignment to a maximum of 45

minutes.

• Assign points to the assignment. Instructors have found that if they give the

LearnSmart/SmartBook assignment a minimum of 10% of the course grade that students

are more likely to complete the assignment.

• The entire LearnSmart/SmartBook module is available to your student at all times,

however, assigning it will prompt students to try it. You are required to select a due date

for this assignment, however, this will not prevent the student from access to the tool; it

is designed to show you that the student has taken the LearnSmart/SmartBook

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

assignment. LearnSmart/ SmartBook is an adaptive study tool designed for students. It

can also show you where students are struggling to understand specific concepts.

• The student’s LearnSmart/SmartBook score in the Connect reports is based on their

mastery of the material at the time the assignment is due. Mastery is an evaluation of

the number of learning objectives they completed via performance on answering

questions.

• Students may, and are encouraged, to continue to use LearnSmart/SmartBook

throughout the semester. After the assignment due date, they can continue to access

this tool. Continued use of LearnSmart will not affect their LearnSmart/SmartBook

assignment results in the Connect reports, but has shown to improve test scores by as

much as a full letter grade.

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

ENGAGEMENT & APPLICATION (FACE TO FACE & ONLINE & HYBRID)

BOXED TEXT DISCUSSION QUESTIONS WITH SUGGESTED ANSWERS

IB IN PRACTICE: Volunteer Assignments Build Global Leadership Skills

The focus of this IB in Practice explores the use of volunteer assignments as a means of

enhancing students international leadership skills, especially when they may not have prior

international experience or positions with international responsibilities. Asking questions such

as, “Why would a company allow employees to take volunteer assignments in international

corporate social responsibility programs, paid by the employer?,” or “What goals would be

achieved by promoting such participation?,” will serve as a starting point for class discussion on

the use of volunteer assignments as a means of developing global leadership skills.

Online and Hybrid: Assign questions to be prepared in virtual teams and submitted as a

team assignment, or submitted individually and then discussed in a blog or group discussion site.

Face-to–Face: Students develop responses to the questions in class in teams/groups

1. Why would a company allow employees to take volunteer assignments in international

corporate social responsibility programs, paid by the employer?

Answers here might vary, but some students might suggest that companies would use such

postings in order to retain employees who feel a strong affinity for corporate social

responsibility, or to help develop such values and skills in their employees. These experiences

may also help to develop a range of skills in employees, such as self-reliance, a tolerance for

uncertainty and ambiguity, cross-cultural communication skills, and so forth. Of course, a key

objective can be to give employees an opportunity to gain valuable experience in leadership

within an international or cross-cultural context, and thereby develop or refine their global

leadership skills. Caliguri discusses five key features that should be associated with development

of responsible global leadership skills. It can be valuable to explore these features, what they

involve, and why they might be important to the development of global leadership skills.

2. How could you, as a student, identify volunteer assignments that might enhance your

ability to develop global leadership skills and what could you do to gain the most value from

such an assignment if you obtained it?

Again, answers may vary on this question. Some students might suggest that they could directly

contact existing organizations such as nonprofits or other nongovernmental organizations to

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

identify appropriate opportunities. Other students might emphasize the potential of using the

Internet or their personal and professional networks to identify potential organizations or

projects to work with. It can be useful to identify the range of different contexts or activities that

might fit within this general category of volunteer assignments, in order to help stretch students’

perspectives and help them break free of the constraints that their own narrow base of personal

experience might suggest to them. There can be lively discussion about the range of tactics that

students might use in order to enhance the learning they achieve, including activities and

preparations done pre-departure, activities and preparations engaged in while abroad, and

activities to complete upon return. These can include coursework, independent reading,

language and cultural training, establishment of personal goals and monitoring systems, keeping

a journal , utilizing one or more mentors in the home or host environments, and so forth.

GLOBAL DEBATE: Are Global Leadership Positions What Corporations and Women

Have Been Waiting For?

The focus of this Global Debate explores the extent to which women occupy (or not) senior

management positions in large companies, as well as differences in the typical skills and

attributes of female versus male global leaders. The discussion highlights the case that women

are proportionally underrepresented among top management, including in Fortune 1000

companies. At the same time, women evidence different leadership styles than men tend to

exhibit, and the traits typically represented by women may be more consistent with the skills

and attributes associated with effective global leaders. As a result, the apparent discrepancy

between desired attributes and level of representation for women provides the basis for an

interesting and often intensely debated discussion, and can allow the discussion to consider

these issues from a variety of different perspectives.

Online and Hybrid: A classroom discussion option is to assign individuals, groups, or the

class as a whole to examine the evolving issue of the traits of effective global leaders, the extent

to which women tend to exhibit these traits, and the relative dearth of women within the upper

echelons of corporations. The students’ findings can provide a strong basis for discussion or

debate on these issues. Virtual teams can be assigned questions and submit their work as a

group. Alternatively, virtual teams can be assigned to take different roles or perspectives to

argue for (or against) and these assignments can be submitted as a group and then opened up to

discussion and debate on an online class discussion site or blog, or presented and debated in a

face-to–face setting.

Face-to–Face: Students develop responses to the questions in class in teams/groups, or

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Instructor Guide to Module 11

else assign perspectives and conduct an in-class debate and discussion.

1. The research findings suggest that women might be better suited than men for the

challenges of global leadership. Yet how could this be true, given the small number of women

occupying executive leadership positions?

2. What options might be available for increasing the level of women’s participation in

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Instructor Guide to Module 11

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3. Are there certain industries, nations, or other contexts in which it would be

GET THAT JOB! FROM BACKPACK TO BRIEFCASE

Chad Henry: Developing Global Leadership Skills and Experience, Beginning with an

Internship in Croatia

The focus of this Get that Job! From Backpack to Briefcase box explores Chad Henry’s decision

to gain international experience through a one year AIESEC internship in Croatia, an

international experience that he leveraged into a decade of living and working in that country.

He preceded his departure with a limited contextual preparation, but then provides

recommendations about how to approach an international experience (e.g., avoiding making

value judgments, accepting different viewpoints, learning how to manage people with different

values) in order to develop global leadership skills.

Online and Hybrid: Virtual teams evaluate Henry’s advice for their own career

development and their ability to understand and adapt to life in another culture, particularly one

that is quite different from one’s home culture. Share conclusions with class, either online or in

face-to–face setting.

Face-to–Face: Students evaluate their own career strategy in light of Henry’s advice.

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International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

1. How would you evaluate Chad Henry’s recommendations about how to prepare for

and adjust to cultural differences when going abroad?

2. Chad Henry originally went abroad for a one-year internship, but ultimately stayed for

a decade. Would you want to live abroad for such an extended period right after you complete

your university education? Why or why not? What might be the biggest challenges your would

face from such an extended stay abroad? What benefits might you gain from such a long

immersion?

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

END OF MODULE EXERCISES

CRITICAL THINKING QUESTIONS

1. How can a student with no international experience work on global mind-set, and why

is it important to do so? 

2. Are good managers also good leaders? Why or why not? 

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

3. A co–worker jealous of her friend’s work travel claimed that leadership is just

leadership and there is no need to make global leadership a separate category requiring

additional training and development. Agree or disagree, explaining your position.

4. Develop a short scenario in which a global leader needs to take three different types

of roles.

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 11

5. Given what you have learned in this module, would you say that leaders in the

international context are born or made? That is, can we train people to be global leaders?

6. Compare and contrast the GLED model and the “right stuff” model of leadership

development.