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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
International Business
Geringer, McNett, Minor, Ball
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
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 11
16 Instructor’s Manual – Module 11 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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.
