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Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
4-i
Chapter 4
Global Management
Managing across Borders
CHAPTER CONTENTS
Teaching Resource Manual: A Guide to Implementation ii
Career Readiness-Based Personal Development Plan viii
Learning Objectives 1
Teaching Resources 2
Overview of the Chapter 6
Classroom Outline 8
Management in Action Case 34
Legal/Ethical Challenge Case 37
Textbook Examples 38
Self-Assessments 44
Group Exercises 48
Career Corner Group Exercises 51
Uber Continuing Case 54
Manager’s Hot Seat Videos 56
Application-Based Activity 59
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION
The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your
chosen curriculum in either a face-to-face or online classroom formats. It also was created to
help you address some of the following challenges in higher education:
• Addressing the inability to measure student comprehension prior to major assignments
such as a midterm or project.
• Overcoming the inability to tailor your lecture to the topics that students find difficult.
• Increasing student engagement by providing opportunities for them to apply the
You will learn that we created many different teaching resources you can use either before,
during, or after class. Because of the quantity of options, the goal of this implementation guide is
to provide an overview of how you might select the many teaching resources at your disposal.
So What Assets Can I Choose From?
Generally, a typical class session for any course comprises three “touch points:” before, during,
and after class. For a face-to-face course, your class session would normally be the day you
lecture to students. For an online course, the class session would be when you recorded the
lecture or when the live lecture is streamed on the Web.
Assigning SmartBook 2.0 and Connect® Exercises
SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you
can choose SmartBook and choose the assignment you wish to view reports for.) The following
reports are available through SmartBook 2.0:
Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on
Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners.
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Assignment Completion. Shows the total percentage of all learners in the class that have
completed the assignments at this point in time.
Time on Task. Provides the user with a class-level view of the estimated time in
comparison to the actual average time to completion across the entire class.
Most Challenging Learning Objectives. Shows the number of challenging Learning
Objectives across the class, in comparison to the total number of Learning Objectives in
the assignment.
Individual Learner Report. System provides all the assignment data available for that
specific student at that point in time, showing a breakdown of all questions answered in
each of the following categories:
• Correct with high confidence
• Incorrect with high confidence
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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• Incorrect with medium confidence
• assign as many assignments as appropriate.
• determine point values for each question/application exercise individually.
• make available multiple attempts per assignment with options of accepting the highest
score or averaging all the scores together.
• deduct points for late submissions of assignments (percentage deduction per
hour/day/week/so forth) or create hard deadlines.
Some recommendations include:
• Before selecting the option for one attempt only, select unlimited or multiple attempts on
the first few assignments to allow students a chance to learn and navigate the system.
• Provide a low point value for each question because multiple questions are usually
assigned for each chapter. A good rule of thumb would be to make “Quiz Questions”
So When Do I Assign Each Type of Teaching Resource?
Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and
testing to actually adapting your teaching to student needs? By utilizing the teaching resources
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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outlined below during the three touch points, you can significantly impact students’ learning and
The following recommendations pertain to these mentioned touch points, with an additional
matrix that follows.
Before Class
The learning goals we have for students determines our assignments before, during and after
class. For example, you may want to focus on mastering content, applying content, or using
content to solve problems. Alternatively, you may want to achieve all three goals.
Connect® offers a host of additional pre-class assignments to choose from if your goal is
mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated
Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes,
A reading assignment—typically a chapter from the product in use—is a student’s initial
exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior
to class or an online lecture allows you to gauge their comprehension of the material. Having a
Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case
Analyses offer students a second exposure to important sections of the chapter after their
completion of a SmartBook 2.0 assignment.
Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for
students to understand. These animated videos were developed to further unpack in brief, yet
effective, fashion the course topics that most commonly challenge students. Each animated video
is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student
comprehension.
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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learned in the readings to actual cases. The Management in Action cases are now all “problem-
focused.” In other words, the cases contain problems that students can practice solving. These
cases also contain multiple-choice questions that can be assigned in Connect® to gauge student
comprehension.
During Class
The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities
and lecture based on results from the general results report and the metacognitive skills report.
This allows for a more tailored class period that enhances student engagement and more
If your goal is to create an engaging learning environment filled with student discussion and
interactions, we provide multiple resources. First, each major heading in a chapter contains
suggested discussion starter questions. These open-ended questions are likely to foster student
discussion and engagement. We also provide additional activities (i.e., experiential exercises) for
every Example and Practical Action box.
If your goal is to provide for additional application of material, the TRM breaks down the
textbook Management in Action cases and Legal/Ethical Challenges by providing questions and
If your goal is to jointly engage your students while applying content from the text, you can
select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM).
These assets are especially useful if you are “flipping” your classroom, wherein the class session
After Class
After the face-to-face class session, or online lecture, you can assign Connect® exercises as
homework to further reinforce the material covered in the textbook and lecture. You may also
want to assign an iSeeIt! Animated Video if you notice that students are struggling with a
particular topic, even after class. Students can also be assigned the continuing case for each
chapter, which includes assignable multiple-choice and essay-based questions. To further gauge
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus
more on defining and explaining material, and the test banks include application and analysis.
Moreover, the test banks now include more higher-level Bloom’s questions.
A Special Focus on Career Readiness
The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide
you the information and teaching resources needed to develop students’ career readiness
competencies desired by employers. The authors provide you the following information and
resources:
• Chapter 1, Section 1.7, introduces the concept of career readiness and identifies the
competencies desired by employers.
• Career Corner sections in each chapter link chapter content to career readiness
competencies.
Material in the TRM related to career readiness will have the following icon:
CAREER
READINESS
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CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN
This ninth edition of Management: A Practical Introduction includes a new strategic theme
around the concept of career readiness in order to address the employers’ complaints of
graduating students not possessing the needed skills to perform effectively. We deeply care about
this issue and hope that this new feature will assist instructors develop their students’ career
readiness.
Creating a personal development plan around career readiness starts with utilizing career
readiness-based self-assessments. This enables students to obtain a baseline evaluation of their
interpersonal strengths and weaknesses along a host of relevant competencies. The text contains
links to 40 Self-Assessments that relate to various career readiness competencies. We
We believe that creation of the plan is the desired end result for this course. Working the plan is
expected to happen after your class is over.
It is strongly recommended that you grade students’ plans. This enables you to assess whether
students are on the right track and provides the incentive students need to thoroughly complete
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX
Type of Asset
Before-Class/Lecture
During-Class/Lecture
After-Class/Lecture
SmartBook 2.0
Click and Drag Exercises
iSeeIt! Animated Videos
Self-Assessments
Case Analyses
Video Cases
Example and Practical
Action BoxesM
Group Exercises/Career
Group ExercisesM
TRM Discussion StartersM
TRM Follow-up activities
for Case Analyses, Video
Cases, Self-Assessments,
and Example/Practical
Action BoxesM
Quizzes/Tests
Uber Continuing Case
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as
those require manual grading. Please note that some resources will require a paid subscription.
A Week at a Glance
When creating a syllabus and schedule for students, you can utilize the above-mentioned matrix
as a guide. Let’s use the following example: You teach a face-to-face Principles of Management
Management in Action
CaseM
Legal/Ethical Challenge
CaseM
Manager’s Hot Seat Videos
Application-Based
Activities
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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During Class (on Wednesday)
• You can deliver a short, yet effective, lecture and focus on areas that students are really
struggling with. This can be done by reviewing the reporting from SmartBook and any
assigned Connect® exercises, such as the recommended click and drag and case
• You can assign a career skill-based self-assessment earlier in the week, for example on
“Assessing Your Standing on the GLOBE Dimensions,” and have students complete a
follow-up activity during the class session based on the self-assessment results.
Remember, follow-up activities for each self-assessment can be found in the TRM.
• Manager’s Hot Seat videos can be utilized to open up class discussion. Many of these Hot
After Class (after Wednesday)
• You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce
student comprehension of material and to also test application of concepts.
• You can also assign an online quiz or test on the material.
If you are teaching a completely online course asynchronously, then the in-person class above
can be substituted for a recorded online lecture that is customized based on SmartBook reporting.
Students can be instructed to complete pre-class activities prior to watching the lecture, and post-
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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LEARNING OBJECTIVES
4.2 Describe the characteristics of a successful international manager.
4.4 Discuss barriers to free trade and ways companies try to overcome them.
4.6 Describe how to develop your cross-cultural competency.
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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TEACHING RESOURCES
Section
Title
Resource Type
4.1: Globalization: The
Collapse of Time and
Distance
Reports of Globalization’s Death
with Supplemental Activity
E-Commerce Alibaba
with Supplemental Activity
Textbook Example
4.2: You and International
Management
In What Ways Does an
Ethnocentric Approach Affect
HR?
with Supplemental Activity
Managing Your Career: Getting
the Edge in the Market
with Supplemental Activity
Textbook Example
The Successful International
Manager
Connect® Click and
Drag
Assessing Your Consumer
Ethnocentrism
Self-Assessment Activity
Self-Assessment
4.3: Why and How
Companies Expand
Internationally
ONLINE
ARTICLE
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
Tech Investments Help American
Eagle Outfitters Spread Its
‘Optimistic’ Brand Worldwide
with Supplemental Activity
ONLINE
ARTICLE
4.5: The Importance of
Understanding Cultural
Differences
When applying for jobs, how do I
sell my cultural differences in a
positive way?
with Supplemental Activity
Assessing Your Standing on the
GLOBE Dimensions
Self-Assessment Activity
Self-Assessment
Dimensions of Culture—The
GLOBE Project
Connect® Click and
Drag
Country Guides to Culture,
CAREER
READINESS
ONLINE
ARTICLE
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
Cross-cultural competence in
action: the power of building
bridges
(16 minutes)
Enhance Your Cross-Cultural
Competency
Connect® Click and
Drag
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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OVERVIEW OF THE CHAPTER
4.1 Globalization: The Collapse of Time and Distance
Globalization is the trend of the world economy toward becoming a more interdependent
4.2 You and International Management
Studying international management prepares you to work with foreign customers or
4.3 Why and How Companies Expand Internationally
4) joint ventures; and 5) wholly-owned subsidiaries.
4.4 The World of Free Trade: Regional Economic Cooperation and
Competition
Barriers to free trade include tariffs, import quotas, and embargoes. Organizations
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Managers trying to understand other cultures need to understand the importance of
4.6 Career Corner: Managing Your Career Readiness
The most important career readiness competency link with this chapter is the knowledge
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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CLASSROOM OUTLINE
Manage U: Working Successfully Abroad: Developing Cultural Awareness
Students can develop cultural awareness, a career readiness competency, when traveling abroad
for pleasure or work. Cultural awareness can help ensure that international experience enhances a
student’s career success. First, one should do research before even arriving in a foreign country.
Possible Topics for Discussion:
● How would you manage your own attitudes and keep learning if your job overseas was
not everything you thought it would be?
4.1 Globalization: The Collapse of Time & Distance
POWERPOINT SLIDES:
#3 Competition and Globalization: Who Will Be No. 1 Tomorrow?
#4 The Rise of the “Global Village”
#5 The Rise of Electronic Commerce
#6 and 7 One Big World: The Global Economy
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
Section 4.1 describes globalization, which is the trend of the world economy moving more
toward an interdependent system. Globalization is reflected in the rise of the “global village” and
e-commerce, the world becoming one big market, and the rise of both megafirms and minifirms.
As a follow-up activity, you could have students create global business plans for a fictitious
company, in small groups. Global business plans differ from other business plans by serving as a
company’s communications vehicle for its global operations. The components of a global
business plan can be found in this article by Chron: What Are the Components of a Global
Business Plan?. It would be a good idea to have students do a short version of a global business
plan (i.e. one-page), and base it on an organization/industry of their choosing. If time allows,
students can share their plans with the class.
Topics and Tips for Discussion:
● Discuss the factors that have contributed to the trend of globalization.
Students should discuss factors such as the internet, air travel, and data analysis as
factors contributing to the trend of globalization.
Section 4.1 Key Concepts:
The Rise of the “Global Village” and Electronic Commerce
● Globalization is the trend of the world economy toward becoming a more interdependent
system.
● The global village refers to the “shrinking” of time and space, as air travel and electronic
media have made it easier for people of the globe to communicate with each other.
ONLINE
ARTICLE
