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Instructor Guide to Module 11
7. What are some things that an aspiring global leader might be able to do to develop his
8. Describe global teams and comment on what makes them more challenging than
teams with members from a single nation.
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Instructor Guide to Module 11
9. Explain the elements that lead to the increased complexity of globalization.
10. How might national culture affect readiness to change? Give an example.
MINICASE: Justin Marshall—A Failed Global Leadership Opportunity?
This mini-case provides an opportunity for students to examine a situation in which a young
manager who has performed well in a domestic context is offered the opportunity to extend his
earlier success within an international context, but with performance that was not as
outstanding.
1. What might explain Justin’s failure to perform well in his new leadership role as the
head of the Asia-Pacific division?
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technical analysis side of the process. There is no mention of his global mindset skills. This
suggests he did not factor in culture as he tried to drive the change, and used the same approach
that had been successful for him in the U.S.
The departures of his key executives after the second quarter suggests that there were
communication issues with his direct reports, and they did not feel comfortable discussing their
concerns with him. The evidence suggests that Justin did not take culture into account as he
tried to drive change. There is also no evidence that Compcorp did anything to develop his global
leadership skills.
2. What might Compcorp have done to increase prospects for Justin’s successful
performance? What might Justin himself have done to enhance the likelihood of success in his
new assignment and to help avoid derailing an otherwise highly promising career in
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Instructor Guide to Module 11
BONUS ACTIVITIES (additional resources not in the text)
This section provides you with support of your course above and beyond what’s found in the
text. We have developed these resources to support your course, to support your traditional,
hybrid, flipped, or online class.
VIDEO SUGGESTIONS
McGraw Hill’s collection of international business videos is available on pinterest at
https://pinterest.com/mheibvideos. The content is rich and varied, and it is updated monthly.
You might find it valuable to use the video, “Davos Tackles Gender Inequality,” at
http://www.cbsnews.com/videos/davos-tackles-gender-inequality/, particularly as a supplement
to the material in the Global Debate on “Are Global Leadership Positions What Corporations and
Women Have Been Waiting For?”
An interesting video discussion by LeadershipTV on “What Makes a Global Leader?” can be
found at https://youtu.be/_pMGJ9KJvBU.
The video on “Global Leadership in the 21st Century with Lloyd Blankfein and John Sexton,” has
Lloyd Blankfein, chairman and CEO of Goldman Sachs, discussing the issue of global leadership
and what it involves. It can be found at https://youtu.be/NImM2OeQdtc.
Kevin Hall, CEO of Global Integration, discusses “Five Barriers to Global Leadership” in a video
addressing specific challenges of leading in a global environment. It can be found at
https://youtu.be/jxa64YFyL_o.
TEAM EXERCISES
These may be done individually or in groups or teams, either in or out of class, for later class
presentation. Some are also appropriate for use in hybrid/flipped classroom and online courses.
1. We have had good response from students when we have asked them to analyze what
they think are the most important attributes or experiences necessary in order to perform as an
effective global leader. We often ask them to work in small groups to identify the 3 or 4 aspects
that they think are most important, and why, and then to share the results of their discussion
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Instructor Guide to Module 11
discussion can then be extended by asking students how they could best develop these skills or
gain these experiences as undergraduates.
2. Assign students to discuss whether and to what extent a good leader in one country or
culture would, or would not, be a good leader in another country is a good basis for discussion,
particularly if the instructor pushes the students to explain why the leader would, or would not,
be effective in another context. To focus the discussion, it might be useful to identify specific
countries, such as whether a manager effective in the USA might be effective in China, or
whether a manager effective in Brazil would be effective in Germany. This can focus the
discussion and enhance the progress that students can make in assessing these issues.
Combining some of this discussion with information from Hofstede’s cultural framework or
similar content can also prove useful.
3. Have students discuss, first in small groups and then in large groups, the best options
available for them in order to develop the business, people, and self competencies listed in
Table 11.2. This can help students envision paths by which they can enhance their global
leadership potential while still students. Using the Get That Job! From Backpack to Briefcase
vignette with Chad Henry (or similar vignettes from other modules) can supplement this
discussion.
4. Have students discuss whether and to what extent women or men might be better as
global leaders, and under what contexts this might vary. This discussion might be extended by
discussing why women tend to be underrepresented in senior executive positions, especially in
large global companies where global leadership skills might be most critical to organizational
development and performance.
SUPPLEMENTAL ACTIVITIES
Case Studies
Case studies that focus on global leadership are available through Ivey Publishing and Harvard
Business School. Ivey’s catalog is available for browsing (www. iveycases.com); the cases are
downloadable and pricing is in the U.S. $3.50 range. Harvard Business Publishing
(https://cb.hbsp.harvard.edu/cbmp/pages/home) requires an account and offers free review
copies for educators. The case prices begin in the $3.95 to $6 range.
“People Operations at Mozilla Corporation: Scaling a Peer–to-Peer Global Community,”
examines the challenges of managing a geographically distributed team of staff and volunteers
around the world, distributed decision-making, and delegated leadership. It highlights some of
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boarding and team norms, and personnel development. This is a IC Berkeley – Haas School of
Business case distributed by Harvard Business School.
“Pierre Frankel in Moscow (A): Unfreezing Change” describes the challenges faced by a young
and upcoming French manager who is sent to Moscow to help turn around the company’s
Russian subsidiary. The case describes initial steps taken in his first 3 months on the job,
preparing the subsidiary for change, and highlights the limited tangible benefits observed to
date. He must now consider how he might unfreeze the situation and produce substantive
organizational change. This is a Harvard Business School case.
“LG Group: Developing Tomorrow’s Global Leaders,” examines the evolution of the Korean LG
Group and its efforts to dramatically increase global sales. In order to accomplish this objective,
the company must supplement its leadership with approximately 1,400 new global leaders nd
LG’s Chairman must determine what attributes these new global leaders should have and how
to develop them. This is an Ivey Publishing case.
CONTROVERSIAL ISSUES
1. Global Debate: The GLOBAL DEBATE: Are Global Leadership Positions What
Corporations and Women Have Been Waiting For? boxed element described earlier in this
module’s Instructor Guide provides an excellent foundation for debating some of the issues
raised in the text, including issues about the appropriateness of women as global leaders and
reasons for the low proportion of such leaders in major international companies.
Online and Hybrid: 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) the argument that women are equally qualified (or even superior) for
global leadership 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
else assign perspectives and conduct an in-class debate and discussion.
2. IB in Practice: The IB in Practice: Volunteer Assignments Build Global Leadership Skills
boxed element described earlier in this module’s Instructor Guide can be an interesting tool for
generating discussion and debate. We find that students often find it interesting, and perhaps