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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?
Global mindset is defined as “one that combines an openness to and awareness of diversity
across cultures and markets with a propensity and ability to synthesize across this diversity.” It
has been argued that global mindset has two key components: (1) intellectual intelligence,
2. Are good managers also good leaders? Why or why not?
Leadership is not the same thing as management, although there is overlap between the two
concepts. Warren Bennis differentiated between the two concepts, including the following
distinctions:
• The leader innovates; the manager administrates.
• The leader develops; the manager maintains.
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.
The leadership competencies associated with leadership in domestic settings are also relevant
to leadership within global contexts. However, global leaders confront different contexts than
do leaders who operate domestically. Globalization introduces additional challenges for
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4. Develop a short scenario in which a global leader needs to take three different types of
roles.
Responses may vary here, depending on what types of roles the student identifies. The
following represent some role options that might be raised. Henry Mintzberg and other
researchers have identified a range of such roles, including:
• Monitoring (e.g., scanning environments, seeking information, monitoring different
units of the company)
• Spokesperson (e.g., advocating and representing the company, communicating and
disseminating information to and with different levels of stakeholders inside and
outside the organization)
The broad range of duties of global leaders suggests that such individuals require a complex mix
of competencies in order to be effective in their duties. Among the many studies that have
examined these competencies, a survey conducted by the Corporate Leadership Council
identified the following six skills that were considered the most important for global leaders:
• Adaptability across cultures
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• Capability to develop individuals from and across diverse cultures
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?
The answers to this question may vary. Students might suggest that some people may have
personal attributes that make them more likely to effectively develop and exercise the skills
6. Compare and contrast the GLED model and the “right stuff” model of leadership
development.
The answers to this question may vary. Both GLED and the Right Stuff models speak to the issue
of global leadership development. GLED focuses on the individual’s development, whereas the
Right Stuff model factors in the strategic needs of the firm.
The “Right Stuff” model (Figure 11.4) is focused on an outcome of developing global leaders
that have the “right stuff” in terms of what they have learned and what they are able to do as
leaders for the firm. Producing leaders with the “right stuff” is the result of interaction and
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7. What are some things that an aspiring global leader might be able to do to develop his or
her global leadership skills?
Development of global leadership skills is a nonlinear process comprised of a set of diverse
experiences. Differences in the background and attributes of leadership candidates, as well as
8. Describe global teams and comment on what makes them more challenging than teams
with members from a single nation.
The answers to this question may vary across students, but global teams have members in
9. Explain the elements that lead to the increased complexity of globalization.
The answers to this question may vary, but scholars have identified four overlapping
dimensions of complexity that are relevant to globalization and the challenge confronting
10. How might national culture affect readiness to change? Give an example.
In addition to meeting the basic conditions of team performance, that have to do with the
team’s organization, social processes, and task processes, team leaders face a far more complex
context. A major part of this context is culture. Diverse team members bring different cultural
expectations to the team environment. Culture controls how the team members even think of
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GLOBALEDGE RESEARCH TASK
Exercise 1
globalEDGE ‘Global Insights’ is where profiles of trade blocs, countries, U.S. states, and
industries can be found. When navigated as described in the exercise (i.e. globalEDGE > Global
Exercise 2
The quickest way to reach this section would be to search globalEDGE using the phrase ‘by
Classification’. Once on the landing page of the section, both of the countries are listed in the
emerging markets groups. Risk comparison can be done on the ‘Risk Comparator’ page
MINICASE: Justin Marshall: A Failed Global Leadership Opportunity?
This minicase 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?
Justin’s focus on the Asia-Pacific division’s turnaround seems to have been limited to the
technical analysis side of the process. There is no mention of his global mindset skills. This
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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
Compcorp?
Compcorp could have used the GLED model to develop Justin, or the Right Stuff model, which
would have included the company’s needs with Justin’s development. Development of global
leadership skills is a nonlinear process built up from a set of diverse experiences. Considering
Justin’s background suggests that short term expatriate assignments and mentoring by expats
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BONUS ACTIVITIES
This section provides you with support of your course above and beyond what is found in the
text. We have developed these resources to support your course, to support your traditional,
hybrid, online, or flipped class.
VIDEO SUGGESTIONS
McGraw Hill’s collection of international business videos is available at
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. Effective Global Leaders
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
2. Good Leaders in Other Countries
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,
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3. Business, People, and Self-Competencies
Have students discuss, first in small groups and then in large groups, the best options available
4. Gender in Global Leadership
Have students discuss whether and to what extent women or men might be better as global
SUPPLEMENTAL ACTIVITIES
Case Studies
Case studies that focus on intercultural issues and their effects in business environments are
available through Ivey Publishing and Harvard Business School. Ivey’s catalog is available for
Harvard Cases
“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
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Ivey Cases
“LG Group: Developing Tomorrow’s Global Leaders,” examines the evolution of the Korean LG
CONTROVERSIAL ISSUES
1. Global Debate: Are Global Leadership Positions What Corporations and Women Have Been
Waiting For?
This 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
2. IB in Practice: Volunteer Assignments Build Global Leadership Skills
This 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 even puzzling, that companies would pay their employees to work as volunteers in
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3. Current Events for Sources of Content on Global Leadership
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. Ask everyone to come
TEACHING SUGGESTIONS
1. This module involves a topic that everyone is likely to understand on at least a conceptual
level, but that many or most students will have limited direct experience with, so helping
learners appreciate the nature the global leader’s role and required skills can provide them with
2. Analyze the similarities and differences associated with leading traditional teams and global
3. The issue of women serving as global leaders is almost guaranteed to draw the interest of
students, so discussing statistics about the prevalence of women as leaders in international
corporations, as well as the relative fit between typical traits of female versus male leaders and
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4. Guest Lecturer possibilities. Some people who could contribute to the material in this
module would be:
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CONNECT TOOLS FOR ASSESSEMENT OF LEARNING
CONNECT CONTENT MATRIX
For every chapter, please refer to the Connect Content Matrix to see what application exercises
are available and what Learning Objectives they help reinforce/assess.
Title
Assignment
Type
Topic(s)
Learning
Objective(s)
AACSB
Accreditation
Tagging
Global Mindset
Self-
Assessment
Creating a Global
Mindset
11-01; 11-04
Analytical
Thinking
Global Leadership
Styles
Click and Drag
Global Leadership
Issues
11–02
Analytical
Thinking/
Reflective
Thinking
Global Leadership
Pyramid
Click and Drag
Global Leadership
Effectiveness
11–03
Analytical
Thinking/
Reflective
Thinking
Leading Global
Teams
Click and Drag
Leading Global
Teams/Leading
Global Change
11–05
Analytical
Thinking/
Reflective
Thinking
CONNECT ACTIVITIES
1. Global Mindset
Activity Summary: This is self-assessment activity in which students are asked several questions
2. Global Leadership Styles
Activity Summary: This is a click and drag activity in which students must match boxes of
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3. Global Leadership Pyramid
Activity Summary: In this click and drag activity, students match boxes of leadership traits with
4. Leading Global Teams
Activity Summary: This is another click and drag exercise. In this click and drag activity, students
drag boxes of characteristics related to work into one of two columns: one for traditional teams