International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 14
27 Instructor’s Manual – Module 14 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
Online and Hybrid: Virtual teams can be assigned to take different perspectives to argue
for or against the issue of whether different skills are needed by executives in order to perform
well in international versus domestic contexts, or between developed country versus developing
country contexts. The discussion could also be designed to address what differences there may
be, and the implications of these differences for what needs to be done, how to do it, and the
required skills associated with these differences. You could ask the teams to conduct research in
support of their perspective, perhaps including interviewing people who are currently employed
in these different contexts, 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: As with the Online and Hybrid assignment, students can be assigned to
take different perspectives as noted above, and then they can be asked to argue their positions
within an in-class debate and discussion.
3. Current events for sources of content on international human resource-related
controversy
A focus on current events that are relevant to the module’s topics is a good way to bring home
the concepts, review their application and build news-review habits. Five minutes at the
beginning of class is devoted to discussion of current events. Recent relevant current events
include the dramatic flow of refugees into Europe and the implications of this development, as
well as political discussions in the U.S. about the level of legal and illegal immigrants in that
country. Depending on the online interface, this activity may be done in chat forums
(Blackboard) or discussion boards, before class begins. This activity also works well in large
lecture classes. Ask everyone to come prepared with an article for every meeting, or on a
specific topic if a more focused discussion is preferred. If a meaningful percentage of the final
grade is allocated to discussion (e.g., 15% to 25%), motivation is there. All of these opportunities
to share applications of course concepts found in current events count towards the participation
grade. Call on two people at the beginning of class, with a penalty allocated to non-performers.
If there is time at the close of class, open up new discussion for volunteers.
TEACHING SUGGESTIONS
1. National and international periodicals frequently have articles about working conditions
in different countries along with related topics such as IC executive selection and
compensation. It can be useful to pick one or two recent events and then have students discuss
how the working conditions might vary across the countries that are discussed, the implications
for these differences in terms of the skills required for successful performance, and whether
and how such differences might impact IC executive selection and compensation.
2. National and international periodicals frequently have articles about international
business and approaches to language training, including approaches that may be more
appropriate for adults versus children, and training that can occur prior to departure versus
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 14
28 Instructor’s Manual – Module 14 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
once a trainee is immersed in the foreign culture. It can be useful to take several of these
articles and ask students to compare them and discuss ways to put together an effective
program for developing language skills of a company’s prospective expatriate personnel and
their families.
3. Students may look for some of the rich blog sources to prepare reports about working
conditions in different countries.
4. Career planning is a logical link with this material. Some students may think that a foreign
posting is too exotic for them, so this chapter presents a way to expand their horizons. From
The Economist, the Financial Times, the Wall Street Journal and many other sources, students
could find job leads. Often, pay ranges are given, which leads nicely into the discussion of
comparable salaries and cost-of– living issues.
5. Guest Lecturer possibilities: Some people who could contribute to the material in this
module would be:
a. Human Resource Management professors, particularly if they have international
experience or knowledge.
b. An IB manager with experience working in a foreign country may be willing to
discuss compensation packages in a general way and other expat benefits and perks.
c. Your school may have a course in labor economics and the person who teaches it
could enlarge on problems and uses of labor.
d. Ask an immigration attorney to speak on U.S. immigration policy.
e. Personnel officers from companies in your area may be able to contribute or you
might bring such speakers in “virtually” through the use of technology-mediated tools
such as Skype, Adobe Connect, FaceTime, or the like.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 14
29 Instructor’s Manual – Module 14 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
CONNECT TOOLS FOR ASSESSEMENT OF LEARNING
Interactive Applications
Assigning Interactives
Consider assigning only 2 interactives per chapter. Interactive applications allow students to see
concepts in practice and assess higher order thinking skills. There are numerous exercises of
different types available. Click’n’drag, video cases, and case analysis are the types you will see
most frequently in this program.
Time-Saving Hints:
• Instructors may want to give students unlimited or multiple attempts on the first few
assignments so the students have a chance to learn and navigate the system before
selecting the option for one attempt only.
• The value of each question should probably be relatively low, since multiple questions
are usually assigned for each chapter. A good rule of thumb would be to make “Quiz
Questions” worth 1 point each and “Interactives” worth 5-10 points each since these
require more time and thought.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 14
30 Instructor’s Manual – Module 14 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
• Feedback given to students is time flexible. Selecting feedback to be displayed after the
assignment due date helps to limit students from giving the correct answers to other
students while the interactive is still available.
Connect Content Matrix
For every chapter, please refer to the Connect Content Matrix to see what application
exercises are available, what Learning Objectives they help reinforce/assess.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 14
31 Instructor’s Manual – Module 14 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
Module
Assignment
Type
Title
Topic(s)
Learning
Objective(s)
AACSB
Accreditation
Tagging
Bloom’s
Taxonomy
14
Drag and Drop
Compensation
of
International
Managers
Compensation
for
International
Assignments
14–06
Reflective
thinking
Understand
14
Drag and Drop
Global
Staffing
Policies
Strategic
Approach to
International
HRM and
Recruitment
and Selection
of Employees
14-02; 14-
03
Reflective
thinking
Understand
14
Drag and Drop
Current Labor
Conditions
Worldwide
Labor
Conditions
14–01
Reflective
thinking
Understand
14
Drag and Drop
Training and
Development
Training and
Development
of Employees
14-03; 14-
04
Reflective
thinking
Understand