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In-group collectivism—how much pride and loyalty should people have for their family or
organization?
Gender egalitarianism—how much should society maximize gender role differences?
Assertiveness—how confrontational and dominant should individuals be in social relationships?
Future orientation—how much should people delay gratification by planning and saving for the
future?
Performance orientation—how much should individuals be rewarded for improvement and
excellence?
Humane orientation—how much should society encourage and reward people for being kind,
fair, friendly, and generous?
Return.
SELF-ASSESSMENT 4.3 CAREER READINESS
Assessing Your Global Manager Potential
STUDENT QUESTIONS
1. What is your reaction to the results?
2. Based on considering your five lowest-rated survey items, what can you do to improve your
global manager potential?
CAREER
READINESS
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management skills is cultural adaptability, or patience, flexibility, and tolerance for others’
beliefs.
ADDITIONAL ACTIVITIES
In this activity, students should be assigned to groups based on their Self-Assessment scores.
Students who had a high global manager score should be grouped together, and students with a
low global manager score should be grouped together. Students with a high score should discuss
how they can mentor others in global management best practices and preparation. Students with
a low score should discuss how they can begin improving their global management practices and
preparation. Some questions for both groups:
1. Are the rising costs of global management worth it? Do students have a different view on this
based on their Self-Assessment scores?
2. Has the phenomenon of globalization changed the way today’s managers interact with
counterparts around the world?
3. What tools can organizations utilize to improve and maintain their global competence?
Return.
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
GROUP EXERCISE
WHEN IN ROME, DO AS THE ROMANS DO!
Objectives
● To raise your awareness regarding appropriate behavior in different nations.
● To emphasize that different nations have truly different customs.
Introduction
Globalization means that people in business must know the customs of other nations.
A mistake can alienate a potential business partner; rudeness, even if unconscious or unknowing,
can create a lasting bad impression of Americans; and lack of knowledge about the country
Instructions
Divide the class into teams of five students. Everyone in each team should individually try to
match each of the following countries to the custom/gesture described in the list below. Then
score choices according to the answer key at the end of this exercise. After each team member
has individually completed his or her answers and scored them, compare them, and then share
your results with other teams in the class. Which items were incorrectly matched the most times?
What do you think are the reasons for this?
Country Custom/Gesture associated with each country
1. Chile _____
3. Italy _____
5. Denmark _____
7. Poland _____
9. Pakistan _____
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10. Germany _____
Gesture/Custom
a. Never show the bottom of your foot; it is considered offensive.
b. While imported liquor is appropriate, a gift of locally available wine can be interpreted as
saying that your host’s wine cellar is inadequate.
c. Beckoning is done with the palm down rather than up, moving the fingers toward the
body.
d. The “thumbs up” sign means zero.
h. Press your hands together as though in prayer, keeping arms and elbows close to your
body, bow your head to touched fingers, and say Wai (pronounced “why”).
i. You may see a disgruntled man quickly stroke his fingertips under his chin and thrust
them forward. This is a sign of defiance and/or derision.
Interpretation & Scoring
If you matched the correct country with the correct gesture/custom 8 to 10 times, you are very
cosmopolitan, or international; if you matched the correct country with the correct
gesture/custom 4 to 7 times, you are moving toward becoming cosmopolitan; if you matched 0 to
3 accurately, you probably need to read more about other nations and travel outside the United
States.
Group Exercise Answer Key
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
8 = a
9 = c
10 = b
Questions for Discussion
1. What does it mean to you to be cosmopolitan or international? Explain.
2. Do you believe that it is important to know about diverse cultures? Why or why not?
3. Do you value knowledge about other cultures? Why or why not?
4. Does the knowledge provided in this exercise encourage you to learn more about other
cultures? Why or why not?
Tips for online and large in-person classes:
Online classes: Students can be placed in online groups and the activity can be posted to a
discussion board. Students can do the matching individually, then do the discussion questions in
groups and/or as an entire class.
Large classes with larger groups: Groups will probably need to be 4 to 5 in large classes. The
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
CAREER CORNER GROUP EXERCISES
KSAOS IN CROSS BORDER MEETING
Learning Objective
• Students will enhance their cross-cultural competency by focusing on becoming more
aware of contextual differences between two countries.
Introduction
As companies’ customers, partners and workforces become more global, it is imperative that we
equip students with the knowledge and skills necessary to thrive in this diverse environment.
This exercise provides an opportunity for students to enhance their understanding of contextual
differences between the United States and another country. We will use a process suggested by
Bruce Tulgan and students will use the Internet to access the information needed for the task.
Instructions
The context of this exercise is an introductory (cross-border) meeting between two business
parties from different countries. The deliverable for this assignment is a preparation primer
detailing how to run the session, what to expect from the other party and how cross-cultural
differences between the two countries should affect your conduct. If time allows, have your
students review one of the following sources of cross-cultural differences before starting the
exercise (clicking on the link will send you to the source):
CAREER
READINESS
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2. Put students in groups of 3 or 4 and have each group select a specific country. We suggest
3. Ask each group to learn more about their chosen country by answering the questions
provided on the board. These questions will guide the research necessary in completing their
primer. Suggested resources for garnering this information are the following sources
(clicking on the link will take you to the source):
4. Have each group prepare a 5-minute presentation summarizing:
a. The key cross-cultural differences between the United States and their selected
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• What are the key areas where understanding cultural differences is paramount?
• What role does cultural etiquette play at the interpersonal level?
• How can you build your self-awareness to be more in tune with cultural expectations?
• What areas will you need to adapt your behavior?
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UBER CONTINUING CASE
Chapter 4: Globalization
This part of the Uber cumulative case focuses on Chapter 4 and discusses globalization and
international management. This cumulative case’s real-world application of management
knowledge and skills is designed to help you develop critical thinking ability and realize the
practical power of sound managerial skills for solving problems in your job and career.
The case includes five multiple-choice questions and two essay-based questions. The essay-
based questions can also be used in-class to spur discussion:
1. Use Figure 4.1 in the chapter to describe how Uber has expanded outside the United
States.
Students should be utilizing Figure 4.1 from the book in order to respond to this question.
2. Assume that Uber, as an American organization, is used to low-context cultures. The
company is now looking to expand to a country with a high-context culture and is
meeting with host-country officials for negotiations. What advice would you provide the
Uber negotiators?
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
word, relationships, and reputations. Moreover, Uber negotiators should not be planning
on getting down to business at the beginning of the meeting. Rather, they should build a
relationship with the host-country officials prior to engaging in serious negotiations.
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MANAGER’S HOT SEAT
Students may complete the “Cultural Differences: Let’s Break a Deal” Manager’s Hot Seat
exercise in Connect® for this chapter.
I. Introduction
The internationalization of companies has created the need to become more aware of
cultural differences in order to successfully conduct business. This scenario depicts a
II. Learning Objectives
1. To assess students’ understanding of different cultural values and their impact on business
relationships.
3. To explore aspects of self-awareness using Johari’s Window as a model.
III. Scenario Description
Overview
Michael Sokolow has just been tasked with handling international clients. He needs to close
a deal with Norio Tokunaka from PopWear that has already been thoroughly worked out
with Sokolow’s predecessor, Roger Small. Michael is unaware of the need to establish a
relationship with Norio before he discusses business. Norio becomes disenchanted and
refuses to sign the deal.
Profile
• Michael Sokolow is the director of foreign sales at Mustang Jeans. After working
at Mustang as a real estate attorney for six years, acquiring property for retail and
manufacturing, Sokolow moved into sales at an executive level.
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
responsible for expanding the contemporary clothing line, which includes adding
new suppliers and brands for PopWear’s 36 stores throughout Japan.
Discussion Questions
Learning Objective #1: To assess students’ understanding of different cultural values and their
impact on business relationships.
1. How did the differences between Japan’s and the United States’s national cultural
values affect the interaction between Norio and Michael?
2. Hofstede’s research on national cultural values has practical implications for business
people. Assume you are Michael and you have to conduct a similar meeting with
another client from Russia. How will you modify your behavior to effectively conduct
business with this individual?
Learning Objective #2: To analyze and evaluate a cross-cultural business meeting.
1. What information should Michael have possessed before his meeting with Norio?
2. Why is Norio acting somewhat evasive with his responses?
3. What could Michael have done better in the second meeting to continue the business
relationship?
Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Learn more about the cultural differences at play. He also could have tried to contact
Norio earlier and ask him to a social event (like the competition did) to begin to build
the relationship. He makes the same mistake in the second meeting by again insisting
on signing the deal. His apology for the first meeting is appropriate and seems to be
well-received, but is not enough to woo back Norio.
Learning Objective #3: To explore aspects of self-awareness using Johari’s Window as a model.
Apply the concepts of the Johari Window to this scenario. How do these concepts help
explain what happened in this scenario?
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APPLICATION-BASED ACTIVITY
There are no application-based activities for this chapter.