Department of Business Administration Fall Semester, 2020 ...boyd-home.com/stonehill1/bus465/BUS465...

Stonehill College - BUS 465 International Management -- Professor H. Michael Boyd, Ph.D. of 6

Department of Business Administration – Fall Semester, 2020

BUS 465 – INTERNATIONAL MANAGEMENT

ASPECTS OF THIS CLASS and SYLLABUS MAY CHANGE ACCORDING TO LOGISTICS AND ACCOMMODATIONS UNIQUE TO THIS SEMESTER

Faculty Information: Course Instructor: Professor H. Michael Boyd, Ph.D.

Office: Meehan School of Business Telephone: Office: 508-565-1463 Office Hours: By Appointment

Email: [email protected]

Professor Boyd’s BUS465 Website: http://www.boyd-home.com/stonehill1/bus465/bus465.html Course Meeting Times: Thursdays: 4:00 PM – 6:30 PM Course Meeting Place: Meehan School of Business 240 Business Administration Department Mission Statement: Anchored in the tradition of the Congregation of Holy Cross, the Department of Business Administration offers a high-quality business education. Strong communication skills, business literacy, and a global perspective are emphasized to prepare students to make ethical, thoughtful, and significant contributions to their organizations and communities as professionals. Building on the foundation of a liberal arts education, and using engaged mentorship, we provide a multidisciplinary curriculum delivered with an emphasis on the student. Vision The Department of Business Administration seeks to be a leader in business education emphasizing an experiential learning environment and ability to graduate professionals who can contribute and lead with purpose in a rapidly changing global business environment. Core Values The Department of Business Administration

1) Delivers a high quality education that incorporates best practices. 2) Fosters an inclusive community which honors the dignity of all persons consistent with the mission of Stonehill

College and in the spirit of the Congregation of Holy Cross. 3) Builds on the foundation of a liberal arts education. 4) Promotes a high degree of engaged mentorship. 5) Incorporates global and ethical perspectives into student learning. 6) Encourages quality intellectual contributions that advance the teaching/pedagogy, theory, and practice of

business. 7) Pursues knowledge creation through collaboration with other disciplines.

Learning Goals The following learning goals guide the delivery of our business education programs: Undergraduate:

Business Literacy

Ethical Perspective

Effective Communication

Global Awareness

mailto:[email protected]

http://www.boyd-home.com/stonehill1/bus465/bus465.html


Course Description: Capstone course for majors in International Business. Integrates the strategic issues of managing a multinational firm with the cultural, political, economic, and social environments of global commercial enterprises. This course will provide students with an understanding of International Management. Regardless of career direction, it is critical to be knowledgeable of the practices, policies, and environments impacting the management of people across geographies. Only with that understanding may they become effective as group members, managers, and leaders in the global organizations of the 21st Century. Course Objectives: Knowledge: Each student will:

Each student will have a basic understanding of the primary aspects of international management (ref: lg1 &

lg4)

discuss contemporary issues in international business that illustrate the unique challenges faced by

managers in the global business environment (ref: lg1 & lg4)

Skills: Each student will be able to:

identify and comprehend the complex set of environments affecting managers in international

business, including the economic, political, legal, and cultural environments (ref: lg4)

research, analyze, and apply management principles and practices to current organizations (ref: lg4)

identify and appreciate the complexities and business impact of managing in today’s global business

environment (ref: lg4)

complete a team research project in international business and present their findings to the class

(ref: lg3 & lg4)

Attitudes: Students will:

gain a broader perspective on how organizations operate as social institutions in a global business

context (ref: lg4)

Prerequisites: Junior Standing Required Texts and Resources:

Text book required:

F. Luthans, and J.P. Doh.; International Management: Culture, Strategy, and Behavior, 10th Ed.,

McGraw-Hill Irwin, 2018. ISBN: 1259705072

Additional Reference Text (not required): Marquardt, Michael J and Engel, Dean W., Global Human Resource

Development, (Prentice Hall, 1993) –ISBN –-0-13-357930-1 (May be on reserve at library.)

Course Structure: This class is conducted as a networked learning organization. This means that the classes are very interactive,

encouraging a spirit of inquiry and team learning. Individual papers and a research paper will require mastery

of the course topics; and a group project will allow students to apply the course learning.

CLASS PARTICIPATION IS CRITICAL. Class time is allocated among lectures, exercises, discussions,

presentations, and group collaborations.


Credit will be determined by assigning a numerical value to each category, corresponding to 100%. Final grades will be calculated by multiplying the relative weights by the achievement earned for each category. A letter grade will be assigned, using the following table:

Achievement Letter Grade Definition Quality Points

95-100 A Excellent 4.00

90-94 A- 3.70

87-89 B+ Good 3.30

83-86 B 3.00

80-82 B- 2.70

77-79 C+ 2.30

73-76 C Satisfactory 2.00

70-72 C- 1.70

65-69 D+ Passing 1.30

60-64 D 1.00

<60 F Failure 0.00

Academic Honor Code and Integrity Policy

My expectation is that you will adhere to the Stonehill Academic Honor Code and Academic Integrity

Policy found in the current Hillbook under Academic Policies and Procedures. A violation of Stonehill's Academic Integrity Policy may, at my discretion, result in but is not limited to the following

examples.

Examples:

Presenting another’s work as if it were one’s own;

Failing to acknowledge or document a source even if the action is unintended (i.e., plagiarism);

Giving or attempting to give unauthorized assistance or information in an assignment or examination;

Receiving or attempting to receive unauthorized assistance or information in an assignment or examination;

Fabricating data;

Submitting the same assignment in two or more courses without prior permission of the respective instructors;

Having another person write a paper or sit for an examination;

Unauthorized use of electronic devices to complete work; or

Furnishing false information, including lying or fabricating excuses, for incomplete work.

Resources for Academic Support

The Center for Writing and Academic Achievement (CWAA) provides academic support services in a welcoming, professional environment that emphasizes collaborative learning and peer tutoring, supplemented with professional-

level support. The CWAA offers a variety of academic support services, including peer tutoring in writing, math, and

foreign languages.

The CWAA is located in MacPháidín Library, Room 314. Drop-in hours are offered Sunday – Thursday. Students can

visit the CWAA website to view schedules, make appointments, or request a tutor.

Accommodations: Students with Disabilities: Stonehill College is committed to providing a welcoming, supportive and inclusive environment for students with

disabilities. The Office of Accessibility Resources (OAR) provides a point of coordination, resources and support for

students with disabilities and the campus community.

If you anticipate or experience physical or academic barriers based on disability, please contact OAR to discuss options or to establish reasonable accommodations for this or other courses. OAR is located within the Academic

Services & Advising Suite in Duffy 104. For additional information please call (508) 565-1306 or email accessibility-

[email protected].

http://www.stonehill.edu/offices-services/cwaa/




Inclusive Classroom Statement

Stonehill College embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual,

and welcomes their unique cultural and religious experiences, beliefs, and perspectives. We all benefit from a diverse

living and learning environment, and the sharing of differences in ideas, experiences, and beliefs help us shape our

own perspectives. Course content and campus discussions will heighten your awareness to these differences. There are many resources for anyone seeking support or with questions about diversity and inclusion at Stonehill.

Resources are infused throughout the Mission Division, Academic Affairs, and Student Affairs. If you’d like more

information on how to get connected to resources, the Office of Intercultural Affairs is a good first stop: Location: Duffy 149, Phone: 508-565-1409, Email: [email protected].

If you are a witness to or experience an act of bias at Stonehill, you may submit a bias incident report online or on the

Stonehill App. If you would like to learn more on bias incident prevention and response, or submit a report please visit: http://www.stonehill.edu/offices-services/intercultural-affairs/bias-response-protocol/

A personal note from your professor… If you ever have a concern about my behavior or that of another student in the class, please, please feel free to approach me in person, by email, or with an anonymous note under my door…

whatever it takes so that I can continue to work on creating an inclusive classroom environment. Thank you!

The Business Department’s standard policy on makeup work

Permission to miss any exam should be requested in advance. If you are unable to contact me directly, please send an email message as to where you can be contacted. Compelling reasons, such as illness or a death in the immediate

family, are generally considered, while, for example, outside activities or more than one exam in a day, are not.”


http://www.stonehill.edu/offices-services/intercultural-affairs/bias-response-protocol/


Course Assignments:

PAPERS: (10 pt type, 1" margins maximum; single-spaced preferred (check your WORD settings.); minimum

number of pages is full / complete pages to the bottom. Papers not meeting the minimum requirements will

lose points) skipped lines, etc. lower grade. READ the Paper Requirements in the handouts Carefully.

Paper #1: 1 full page (minimum); What would you like to learn in this course, and what would you expect to be

able to do with that learning? Briefly describe one place (work, business, church, school, sports team, etc.) where you

have seen some aspect management and how it worked.

Paper #2: (minimum) – 4 double spaced or 2 single spaced FULL pages; ** You must follow the paper

format in your handout package: “PAPER #2 (Article Review) OUTLINE”

Paper #3 : (minimum) - 4 double spaced or 2 single spaced FULL pages Write a paper the same as paper #2 except

covering a different area of international management. ** You must follow the paper format in your handout

package: “PAPER #3 (Article Review) OUTLINE”

Individual Course Research Paper: 6 double spaced or 3 single spaced FULL pages of text (graphics, charts, etc. are additional). The course research paper will be about a management topic as covered in the course / text.

You must follow the paper format in your handout package: “INDIVIDUAL RESEARCH PAPER

OUTLINE”

Class Contribution and Attendance:

No Excused absences. see Grade determination and course student packet.

Group Project: International Management Plan and Presentation Each group will create and present an international management

plan for a company. They will create a 20 minute small group presentation and discussion. It is required that each member participates and everyone will be graded for individual as well as group contribution. Peer Evaluations will

determine percentage of group grade an individual receives.

See “Group Project: International Management Plan” and “Group Presentation Outline and Instructions:” in your

handout package. Past plans can be viewed on Professor Boyd’s course website.

Examinations: (None – see Grade determination)

Three Quizzes: Each quiz will be a short 5 minute quiz on a selected question from the text. Material is selected directly from text chapters and lecture slides.

Grade Determination:

Category weight

Contribution/Attendance 25% (5% and 20%)

Quizzes (3) 15%

Group Project / Presentation 20%

Written Assignments (2 Topic

Papers)

20%

Written Assignments (Research

paper)

20%

Total: 100%


Course Schedule:

BUS465 Topics ----- Course Outline, Requirements, and Assignments (due for class) Session Date Topic(s) for review and discussion Assignment for

class (Chapters are from

course text)

Project

milestone

completed

1

8/27

Course description and Requirements Globalization and International Linkages

Review text content

Read Chapter 1

2

9/3

The Political, Legal, and Technological Environment

Chapter 2

Paper #1 due

3

9/10

Ethics and Social Responsibility The Meanings and Dimensions of Culture

Chapters 3 & 4 1

4

9/17 Managing Across Culture Organizational Culture and Diversity

QUIZ 1 Chapters 5 & 6

2

5

9/24 Cross-Culture Communication and Negotiation (Negotiating group exercise)

Chapter 7 3

6

10/1 Strategy Formulation and Implementation Chapter 8

Paper #2 due

4

7

10/8 Entry Strategies and Organizational Structures

Quiz 2 Chapter 9

5

8 10/15

Managing Political Risk, Government Relations, and Alliances Management Decision and Control

Chapter 10

Chapter 11 7

9

10/22 Stonehill Library research review Class

Class in MacPhaidin

Library 6

10

10/29 Motivation Across Cultures (Batam Factory exercise)

Chapter 12

Paper #3 due

8

11

11/5 Leadership Across Cultures Quiz 3 Chapter 13

9

12

11/12 Human Resource Selection and Development Across Cultures (Expatriate group Exercise)

Chapter 14 Course Research

Paper due

13 11/19 Group Projects – Business Plans & Presentations due Final Summary

Group Business Plan due

Group

presentations

Plan Submitted

14 12/3 Final Exam Period

Course website (): http://www.boyd-home.com/stonehill1/bus465/bus465.html

http://www.boyd-home.com/stonehill1/bus465/bus465.html

International Management Professor H. Michael Boyd, Ph.D. 1

INTERNATIONAL MANAGEMENT --- BUS 465

Stonehill College Professor H. Michael Boyd, Ph.D.

Student Information Form: Please complete all of the items below except where none is applicable.

Print VERY clearly. Thanks. .

Your Name (full name)

Your Student ID #

What do you want to be called ?

(nickname)

Where you are from (home town,

country, etc.) Where did you grow up?

Born in:

Grew Up in:

Current Address (where you live

during school)?

Today I live at:

Your Phone Number (during school)

College EMAIL address @Students.Stonehill.edu

@

Fulltime or Part-time Student FULL-time PART-time

If you Work: Name of employer

and Job

Employer:

Job:


INTERNATIONAL MANAGEMENT

Professor H. Michael Boyd, Ph.D.

Student Information Packet

This packet will give you the information about the course

you need to observe.

Read this packet carefully.

Your papers require specific attention to the instructions

and formats for each paper.


REQUIRED TEXT

International Management: Culture, Strategy, and Behavior, 10/e; Fred Luthans, Jonathan P. Doh; McGraw-Hill Irwin, 2018. ISBN: 1259705072


Additional Reference Text (not required; but can be used for the group project. It may be on reserve in the library.)

Marquardt, Michael J and Engel, Dean W., Global Human Resource Development,

(Prentice Hall, 1993) –ISBN –-0-13-357930-1


Professor Boyd’s Classroom requests (requirements)

All of us desire to have a classroom environment that is open, supportive,

friendly, and relaxed. That kind of an environment requires mutual courtesy

and respect, a shared responsibility for learning the course material, and a high

level of personal integrity and maturity.

Some of the guidelines that will help create and support this kind of learning

environment include:

1. Come to class on-time. If you must be late, please enter the room and

find a seat in a way that is least disruptive (unnoticed). At some point,

lateness will negatively impact on grades.

2. If you must leave the room during the class, please leave and reenter the

room in a way that is least disruptive (unnoticed)

3. If you must leave and not return during a break, please advise Professor

Boyd in advance to avoid losing credit for attendance.

4. Please turn off all electronic devices during class. Laptop computers,

PDAs, cell phones, etc. are not needed for the class, and are often

distracting and disruptive to yourself, other students, and the professor.

5. Be courteous of your fellow students. Don’t talk when another student

is asking a question or offering information.

Thanks for being a positive contributor to our class from your fellow students

and Professor Boyd.



Writing Skills – Critical to Success All papers must reflect an excellent level of writing including citations, quotations,

references, etc..

Excellent writing skills are essential to success in the

business world. Without superior abilities to

communicate effectively in writing one is relegated to

always being the recipient rather than the creator of

business-critical communication.

The use of technology such as email or voicemail

makes the importance of excellent writing skill even

more critical to success.

Good writing includes superior:

Clarity Grammar and Sentence Construction Completeness Purpose

Suggested writing process: (whether it is 1 page or 100)

Create the main point or points

Build an outline

Write a draft

Review and edit

Delete not needed and irrelevant content

Rewrite

Review and edit again

Publish


PAPER # 2 (Article Review) OUTLINE:

PAPER # 3 (Article Review) OUTLINE:

Your paper must have each of the sections as written below. Label each section.

You must use the sections and headings below. They MUST be on your paper.

(minimum) – See syllabus for number of pages. ** full pages. Partial pages don’t count.

(10 pt type, 1" margins maximum; minimum number of pages is full / complete pages.

MUST Use Endnotes for citations rather than footnotes or in the text body.

Papers not meeting minimum requirements will lose points.

Only one of the topics listed on the syllabus is acceptable for this paper.

** Attach a copy of the primary source . Sources must be validated and approved.

Article: This paper is about an international management issue covered in the course and the text. Find an article about an organization or company currently visible in the news and business community.

Write a description of the selected topic in that organization.

Use references and quotations from the text, company sources, newspapers, and lectures. Use endnotes.

THE PRIMARY SOURCE / ARTICLE MUST BE LESS THAN 1 YEAR OLD.

1. TITLE and SOURCE OF ARTICLE

2. AREA OF INTERNATIONAL MANAGEMENT BEING COVERED

What is the title; and what original publication was the article in ?

(Just list it – no description, etc.) Pick ONE area. ** chapter From your text

3. HOW THE TEXT BOOK APPLIES TO THIS INTERNATIONAL

MANAGEMENT TOPIC:

(What does the text say about the topic? Quote the test.)

(at least 1 page) Use quotes from the text.

This section doesn’t include anything about the article or a company – only

what the text or other course materials say about the topic.

4. REVIEW and ANALYSIS OF ARTICLE

(at least 1 page)

(What the article is stating); the practices; etc.)

How does the textbook apply to this article? Use quotes and citations (endnotes) Support your opinion with quotes and insight.

5. CONCLUSION:

From an international business standpoint, what should the company do and why?

(according to the text and course)?

Remember to use quotations and citations (ENDNOTES). They support your work as

more than just your opinion. If you don’t cite it, it is plagiarism.


INDIVIDUAL RESEARCH PAPER OUTLINE:

You must use this outline exactly for your Project Paper. You must have each of the sections below on

your paper. Use the section headings exactly as below in the outline.

Endnotes, bibliography, charts, pictures, graphics are not included in minimum page count.

10 pt type, 1" margins maximum.

The course research paper is a description and discussion of the area of international management you are

writing about (using your text) and how it is conducted . You will use a company as an example of how

your topic is applied

Use Endnotes for citations rather than footnotes or in the text body.

You may use any ONE course topic except a topic covered in an earlier paper or your group presentation.

This paper is about a particular international management topic from the course, not about an

article; not about a particular company.

PAPER OUTLINE: 1. TOPIC (INTERNATIONAL MANAGEMENT TOPIC ANALYZED AND REPORTED ON)

What ONE international management topic are you studying / covering from your text

2. HOW THE COURSE and TEXT COVERS THIS TOPIC: (At least 1.5 pages)

What does the TEXT say about the international management issue or practice?

This is the key section.

3. REVIEW and ANALYSIS OF COMPANY EXAMPLES: (At least 1 page)

What company or organization is being studied? What do they do? What are the policies? Who is

responsible? How do they do it?

What is your analysis of how they do the international management work? Does it follow procedures,

practices and theories that you have learned in the course? Does the work have the outcome that you

would think would be good?

4. CONCLUSION: So: What will happen in the future? (At least page)

What are the most important business outcomes of the international management topic you have

researched?

** Remember to use quotations, citations (endnotes). They support your work as more than just your opinion.

Also Include a bibliography at the end (not part of page count).




..... Peer Review Input Sheet:

This is a confidential input from you to your professor. It is meant to make sure that the

grades that each individual on your project team receives are the grade they earned. The total

of all of the team’s evaluations are multiplied against the group grade to determine the

individual’s grade for the group project (i.e.: if the group gets a 100% and one individual is

only rated an average of 50%, they would only receive 50% of the possible points while

others on the team receive the full 100% of the points.) This directly impacts on your

groupmates project grade.

Your Name: .

Your Group number / Name: .

Members of your team: Deserves

A – 100%

Deserves

B – 85%

Deserves

C – 75%

Deserves

D – 60%

Deserves

F – 0%

This input must be turned in at the last class when presentations are done.

It is not optional – you must do an evaluation. Anyone not submitting an evaluation will

receive an “F” for their peer evaluation score (which results in 0 points for the project)


COURSE GRADE CALCULATION SHEET

INTERNATIONAL MANAGEMENT:


Example of grade calculation for course. This template is only intended to give

students in the class an idea of how their grade might be constructed

Maximum points

Possible: 25 5 5

5 0 10 10 20 10 10 100%

Attendance &

Participation QUIZZES Papers

GROUP PROJECT

Total 1 2

3 1 2 3

Research Paper

Group

Plan Presentation

Course GRADE

****

**** Attendance & Participation policy and grading: Each class session is counted for both attendance and for participation.

There are no excused absences; however, as noted below, a student may receive partial credit

for a limited absence. ONLY if Professor Boyd is notified before class BY STUDENT via email ; otherwise 0 credit);


INTERNATIONAL MANAGEMENT --- Professor H. Michael Boyd, Ph.D.



Peer Review Input Sheet:

This is a confidential input from you to your professor. It is meant to make sure that the

grades that each individual on your project team receives are the grade they earned. The total

of all of the team’s evaluations are multiplied against the group grade to determine the

individual’s grade for the group project (i.e.: if the group gets a 100% and one individual is

only rated an average of 50%, they would only receive 50% of the possible points while

others on the team receive the full 100% of the points.)

Your Name: .



A – 100%

Deserves

B – 85%

Deserves

C – 75%

Deserves

D – 60%

Deserves

F – 0%


It is not optional – you must do an evaluation. Anyone not submitting an evaluation will

receive an “F” for their peer evaluation score (which results in 0 points for the project)

Professor H. Michael Boyd, PhD – MG340 -- Page 14 of 14

HUMAN RESOURCE TRAINING and DEVELOPMENT

Professor H. Michael Boyd, PhD –-- Page 1 of 17


Group Project: International Management Business Plan The purpose of this project is to create the International Management PLAN for a business / division located outside

of the U.S. / Canada in a company researched or invented by the project team. It will tell us what you are going to do, why that is a good plan item, and what the business result will be. It will explain, detail, and support the FDI.

I.. Company Description: The “company” may be anything the group desires. You may make up a company or use a real one. There are,

however, a few constraints or requirements. This plan will outline what needs to be done to insure that the

company has an effective international management business success.

The organization being managed must be a business / division located outside the U.S. or Canada (It can be a

U.S. or non-U.S Parent company..) You must select one of the nine geographies in number IV below.

The International Management plan is for a non-U.S. operation .

The parent company will have more than 1000 employees.

II.. The International Management Plan Each group will create an International Management business plan and a separate PowerPoint

presentation of it.

Each part of the plan must include what the text says about the topics and relevant management

theories.

You don’t have to use the provided (in this document) templates examples, but you do have to include

all of the information they contain along with other information needed for your plan.

Use bullets, outlines, charts, etc. to make the plan concise and easy to understand without leaving important details out. Charts and graphs are important.

This is a complete business plan to convince the parent company to fund it.

(A copy of the plan and the slides must be emailed to Prof. Boyd.)

A.. The International Management Plan should include the following 11 sections:

1 Company Overview (Who the company is; describe the company: sales, products / services,

location(s), numbers and types of employees, etc.)

2 Create a total company organization chart showing where your region / organization fits in.

3 State the company international management strategy (What does it want to accomplish? What

outcomes; what development? Why?).

4 Create an International Management organization Chart. How is the international business

organized?

5 Discuss Particular international management Issues for company (cultural, economic, legal,

political, geographic, workforce, diversity, etc.) for your region and location

6 What are the company international management strategies, policies, and processes for your

overall (parent) company.

7 How do those policies and practices impact on the activities and practices in your plan for your

specific operation?

8 What are the financial aspects of your plan (for your operation)? Sales, costs, etc.. (you must

have figures, amounts, charts, etc.)

9 International Management Metrics Reports (What data will be collected, how, and analyzed)

10 What will be considered success for the International Management plan? How will it be

measured? (a qualitative description of # 9 above) (you must have figures, amounts, charts, etc.

of real $$, percentage, change numbers, etc.) Financial report; marketing; people, etc.

11 Executive Summary … What did you say in your plan?? (this summary appears at the

beginning of your plan document.)

III.. Each Student will submit their confidential Peer Evaluation of their project group-members at the

presentation. Your Individual grades are computed by multiplying the team score (0 – 10 points) by the

average percentage on the peer reviews)



IV.. The International Management Plan for a Global (non-North American) Company

Chapter references below are from Marquardt, Michael J and Engel, Dean W., Global Human Resource

Development, (Prentice Hall, 1993) –ISBN –-0-13-357930-1. The text has excellent summaries of

cultural differences and human resource development around the world region by region.

A.. In Section IV, the HRD programs and practices of eleven regions are surveyed:

1. Western Europe (Chapter 10)

2. Eastern Europe (Chapter 11) 3. Middle East and North Africa (Chapter 12)

4. Africa (Chapter 13)

5. South Central Asia (Chapter 14)

6. East Asia (Chapter 15)

7. Japan (Chapter 16)

8. South Pacific Region (Chapter 17)

9. Canada (Chapter 18)

10. Latin America and the Caribbean (Chapter 19)

11. United States (Chapter 20)

Each chapter examines the cultural factors and economic and political environment and some of the

best HRD programs of organizations in the region

B.. You Must select one of the 9 Regions: (U.S. and Canada are excluded)

1 Western Europe (Chapter 10) • twelve EC members (Belgium, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg,

the Netherlands, Portugal, Spain, and the United Kingdom),

• seven European Free Trade Association (EFTA) members (Austria, Finland, Iceland,

Liechtenstein, Norway, Sweden, and Switzerland).

2 Eastern Europe (Chapter 11) • Poland, Hungary, the Czech and Slovak Federative Republics, Solvenia, Croatia, Yugoslavia,

Albania, Romania, Bulgaria, Armenia, Azerbaijan, Belarus, Kazakhstan, Kyrgyzstan, Moldavia,

Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan.

3 Middle East and North Africa (Chapter 12) • North Africa: Algeria, Libya, Morocco, and Tunisia.

• Middle East: Egypt, Jordan, Lebanon, Syria, and the West Bank.

• Gulf region: Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the United Arab Emirates, and Yemen.

4 Africa (Chapter 13) 700 million people, one-eighth of the world's population, are citizens of fifty-three independent

countries

5 South Central Asia (Chapter 14) • Bangladesh, India, Nepal, Pakistan, and Sri Lanka

6 East Asia (Chapter 15) • China, Korea, Taiwan, and Hong Kong

7 Japan (Chapter 16) • Japan is made up of more than 3,000. Four large islands, Honshu, Hokkaido, Shikoku, and

Kyushu, account for 98 percent of the land area and are home to virtually all of the population.

8 South Pacific Region (Chapter 17) • Australia, New Zealand, Papua New Guinea, and Oceania (Melanesia, Micronesia, and Polynesia).

9 Latin America and the Caribbean (Chapter 19) • over 40 countries with a population approaching 450 million people.



V.. Project milestones for Group Project: (These are for guidance; and not reviewed)

If you follow this schedule, you should be well prepared at the end of the semester.)

International Management Plan:

Class Session

number

(listed on

course syllabus)

Business

Plan

Section

Milestone (completed)

Milestone

#

3 1 Company Overview (Who the company is;

describe the company: sales, products / services,

location(s), numbers and types of employees, etc.)

1

4 2 Create a total company organization chart

showing where your region / organization fits in. 2

5 3 State the company international management

strategy (What does it want to accomplish? What

outcomes; what development? Why?).

3

6 4 Create an International Management

organization Chart (This is just the international

management people) for just your company

operation / region.

4

6 5 Particular international management Issues for

company (cultural, economic, legal, political,

geographic, workforce, diversity, etc.) in your

region / location

4

7 6 The company international management policies

and processes for your overall company. 5

8 7 How the policies and practices impact on the

International Management activities and

practices in your plan

6

9 8 Draw a flow chart showing items 6 and 7 above. 7 10 9 International Management Metrics Reports

(What data will be collected, how, and analyzed) 8

10 10 What will be considered success for the

International Management plan? How will it be

measured? (a qualitative description of # 9 above)

8

11 11 Executive Summary 9 12 Submit completed / final Plan



COMPANY DESCRIPTION:

(Describe your company organization, responsibilities, revenues, and costs.)

COMPANY HIGHLIGHTS: *(Company refers to only the non-U.S. organization being

studied.)

NAME: The Last laugh Company, Inc.

Location: Pristina, Kosovo; Galway, Ireland; ….

Company Annual Revenue: (local currency)- $ 889,000,000

Number of Employees (FTEs): 12,500

Type of Business: (Mining, mfg., retail, engr, hospitality, FINANCE, etc., etc.)

PURPOSE OF BUSINESS: (What does the company do?)

COMPANY STRATEGIC PLAN AND GOALS:

Describe what the company wants to be in 24 months (a 2-year view), and what its

business results should be.

Company Annual Revenue: (local currency)- $ 900,000,000

Number of Employees (FTEs): 15,000

Type of Business: Education

What is the change between the present and the future 24 month goal?

This is primarily a description of the difference between I.. above and IV.. above

Company Annual Revenue: $ Number of Employees (FTEs): Type of Business:

STRUCTURE OF COMPANY OPERATIONS:

Draw a chart showing how the company is organized and structured. Show the divisions

/ groups / business units and functions (at least 4 levels). This will describe how you are

organizing your company.

Company CEO /

President

Region A Division Headquarters and North America

Division

Region B Division

Marketing Finance Engineering Human Resources

International Management

Development

Region Z Division



International Management STRATEGY:

I. THEORY FOUNDATION:

What does the text say? Use quotations to make it clear. What is

International Management strategy and how is it used? What are some

general principles and practices?

II. What are the KEY STATEMENTS about International Management that will

form the basis for the plans?

III. What are the KEY considerations affecting the KEY statements in # II above?

(What are the key elements of an International Management strategy?)

IV. What are the KEY GOALS of the International Management strategy?

V. State the International Management Strategy for the company

A. Draw a Pie Chart showing the strategic areas of manager / employee

skill and knowledge that will need to be addressed:

1. Political

2. Economic

3. Leadership and interpersonal skill

4. Diversity

5. Functional (marketing, engineering, manufacturing, service,

finance, etc.)

6. Teams

7. …….

15%

10%

50%

15%

10%

Leadership / Interpersonal Skills

Diversity

Functional

Teams

??



International Management Department PLAN:

I. ORGANIZATIONAL DESCRIPTION

a. Draw an organization chart of the Region. There must be at least 10 managers, and you must have sufficient staff to meet your goals.

II. International Management Manager Descriptions: TITLE / Position How Many people hold

this position?

Tasks, duties,

responsibilities

III. International Management Participant Compensation Plan:

TITLE / Position Average

Annual Salary

per person

Total Annual

Salary (number of

people times average

annual salary)

Total Benefits

Cost

Total Compensation

IV. Who is responsible for this plan?

V. How is this plan measured?

Region Vice-President /

Division

President

Manager A Manager B Manager C



COMPANY INTERNATIONAL MANAGEMENT & ISSUES:

I. What are the key laws (for your selected country) that have a significant

implication? Include local laws where of particular significance to your

company. a. (U.S. examples:) FLSA; Civil Rights Act; accounting rules, legal…; OSHA; ADA; …..; ……

b. Labor laws

c. Financial laws and regulations

d. Political laws / common law /

II. What other key considerations have a significant implication?

a. Things important to your particular industry / business.

b. Things important to your geographic and environmental interests or

conditions

c. Economic considerations

d. Financial considerations

e. Political considerations

f. Workforce demographics

g. Labor market

h. Competition



What are the key cultural differences

between the U.S and your region?

Cultural Factor:

US/ Canada

RELIGION

Education

Economics

Politics

Family

Class Structure

Languages

History

Natural

Resources/ Geography



The INTERNATIONAL MANAGEMENT Plan:

I. International Management Development

A. What is the number and type of people you will have to develop for the plan to succeed?

B. What methods will you use to train and develop your managers?

1. ..classroom - courses

2. ..video tape / CD / DVD

3. ..Web / Internet / Intranet

4. ..live broadcast (TV, Satellite, Web / Internet) 5. ..Written

6. ..Audio (tape, radio, CD, etc.)

7. ..job experience

8. ..seminars

9. ..mentoring & coaching

10. ..

11.

2500

1000300150

3000

managers sales people

new hires Teams

client service



International Management Development PROCESSES:

I. Draw a flowchart of the international management Process.

II. Draw a separate flowchart of the Manager Development Process

III. International Management Development Activities and Processes:

A. In outline form, explain (in detail) each step / activity required by your

processes outlined in the flowchart in number II (Manager

Development) above.

Company

Business Goals

Set

Business Goals

achieved.

International

Business Strategy

and Plan

International

Management

Strategy and

Plan

Behaviors,

knowledge,

skills applied to

business



SUCCESS for International Management Activity metrics

I. What are the overall performance criteria for the International Management Plan?

What are the key measures of success?

1. Outcomes / business results

2. Costs

3. Management retention

4. Employee capacity

5. .

II. How will each activity be measured? What are the specific Dollars / Euros / ?? Include a balance

sheet. Show that projected revenue / Costs /etc.

Here are some examples of financial reports for the FDI (THESE are for the FDI, not the

whole company. Similar reports for the entire parent company should be used in the early part of the report.)



International Management Plan

EXECUTIVE SUMMARY

This section of the plan will appear at the front of the plan. It will

briefly state what each section of the plan will contain. It will include the highest

level of information that each section will contain.

This is a summary of the entire plan. It is a one-page summary that the reader may

use to understand the plan without having to understand the detail of the plan.



GROUP PRESENTATION Outline and Instructions:

RULES: This is a presentation of your international management business plan.

The presentation outline (and slides) will include each section of the plan documented in the group

project paper.

The presentation will be judged on the quality of the presentation itself; how informative and interesting it is;

how prepared the group is; whether or not it is clearly about international management and its practices. It is

required that each member participates and everyone will be graded for individual as well as group contribution

by their peers (This will impact directly on the individual grade.).

Requirements: 1. Each team member must participate. (Each student will be rated by their team mates.)

2. Team members must collaborate in helping each other with presentation skills and preparation. The

presentation will receive a group grade and the individual grades will include that group grade.

3. Multimedia tools (PowerPoint, the Internet, videos, audio, handouts, etc.) should be used to make the

presentation effective and interesting. The presentations will be evaluated, in part, as they compare to each

other. Therefore, it is unlikely that all will be graded as “A” presentations.

4. A hard copy of the presentation and supporting materials must be given to Professor Boyd after the

presentation.

5. Each person must turn in their confidential “peer review” of their group mates at the end of the

presentation.

Presentation Grading:

Measure / criteria Points: 30

participation 5 Score:

theory explanation 5 10.00

individual contributions 5 Letter Grade:

time management 5 A

question responses 5

Overall 5

scale: 0=failed; 1=poor; 2=so-so; 3=OK; 4=good; 5=excellent

Individual grades are computed by multiplying the team score (0 – 10 points) by the average percentage on

the peer reviews. 10 presentation points = 15 grade (percentage) points.

Suggestions: make up a kind of company that at least one member of the group has some knowledge about. (have worked

at that kind of company, know someone who worked at that kind of company, studied one, etc.).

Start collecting information and creating the company at the beginning of the course.




..... Peer Review Input Sheet:

This is a confidential input from you to your professor. It is meant to make sure that the grades

that each individual on your project team receives are the grade they earned. The total of all of

the team’s evaluations are multiplied against the group grade to determine the individual’s grade

for the group project (i.e.: if the group gets a 100% and one individual is only rated an average

of 50%, they would only receive 50% of the possible points while others on the team receive the

full 100% of the points.)

Your Name: .



A – 100%

Deserves

B – 85%

Deserves

C – 75%

Deserves

D – 60%

Deserves

F – 0%


It is not optional – you must do an evaluation. Anyone not submitting an evaluation will receive

an “F” for their peer evaluation score (which results in 0 points for the project)

Professor H. Michael Boyd, Ph.D. --- INTERNATIONAL MANAGEMENT Page 1



COURSE HANDOUTS

© H. Michael Boyd, Ph.D.


International Management Professor H. Michael Boyd, Ph.D.

CLASS HANDOUTS Package: (Prepared and distributed by Professor Boyd)

# TITLE / SUBJECT OF HANDOUT

The Changing World of Work

"Balancing Workforce Diversity: Key to Organizational Survival"; Boyd, H.

Michael; (Boyd Associates, Boston: 2002)

Group Exercise - Batam Factory Case

The Negotiating Group Exercise

Managing in a Global Culture: Cultural Considerations -- Marquardt, Michael

J and Engel, Dean W., Global Human Resource Development

Key Cultural Differences Chart / Exercise

Cultural Dimensions – Geert Hofstede

So, What’s New – Group Paper Discussion (paper #2)

Paper #3 - Group Papers Discussion

Group Exercise -- The Expatriate


THE WORLD OF WORK KEEPS CHANGING -- RAPIDLY

PRODUCT LIFE CYCLES:

IN 1990, AUTOMOBILES TOOK SIX YEARS FROM CONCEPT TO PRODUCTION. TODAY THEY TAKE TWO YEARS.

MOST OF HEWLETT-PACKARD’S REVENUES COME

PRODUCTS THAT DIDN’T EXIST A YEAR AGO.

90 PERCENT OF MILLER’S REVENUES COME FROM BEERS

THAT DIDN’T EXIST 24 MONTHS AGO. -DON TAPPSCOTT, THE DIGITAL ECONOMY

INNOVATION IN RETAILING:

1,000 NEW PRODUCTS ARE INTRODUCED INTO AMERICA’S

SUPERMARKETS EVERY MONTH. ALVIN AND HEIDI TOFFLER; CREATING A NEW CIVILIZATION: THE POLITICS OF THE THIRD WAVE


NATURE OF WORK IS CHANGING

80 PERCENT OF THE JOBS AVAILABLE IN THE UNITED

STATES WITHIN 20 YEARS WILL BE CEREBRAL, AND ONLY

20 PERCENT MANUAL, THE EXACT OPPOSITE OF THE RATIO IN I 900...THERE ARE ALREADY

MORE COMPUTER-LITERATE FIRST GRADERS THAN THERE

ARE COMPUTER-LITERATE FIRST GRADE TEACHERS. CAN YOU BEAT A SIX-YEAR-OLD AT THE NEWEST VIDEO

GAME?” JENNIFER JAMES; THINKING IN THE FUTURE TENSE

ONLY 20 YEARS AGO, THERE WERE 50,000 COMPUTERS IN THE WORLD; NOW THAT MANY ARE BEING INSTALLED

DAILY...THERE WILL BE A BILLION PEOPLE ON THE NET BY

THE END OF THE DECADE. -DON TAPSCO1T, THE DIGITAL ECONOMY

15 MILLION WORKERS WILL TELECOMMUTE IN 2002, A GAIN

OF 650 PERCENT FROM 1992. -RACHEL ADELSON; THE EVOLUTION OF E-MAIL, FORECAST, MAY/JUNE 1996


CREATIVE DESTRUCTION OVER THE PAST

CENTURY

DESTRUCTION Year 2000 YESTERDAY IN Railroad employees 231,000 2,076,000 1920

Carriage and harness makers * 109,000 1900

Telegraph operators 8,000 75,000 1920

Boilermakers * 74,000 1920

Blacksmiths * 238,000 1910

Watchmakers * 101,000 1920

Switchboard operators 213,000 421,000 1970

Farm workers 851,000 11,533,000 1910

CREATION TODAY YESTERDAY

Airline pilots and mechanics 232,000 0 1900

Medical technicians 1,379,000 0 1910

Engineers 1,846,000 38,000 1900

Computer programmers/operators 1,287,000 * 1960

Fax machine workers 699,000 0 1980

Auto mechanics 864,000 0 1900

Truck, bus and taxi drivers 3,328,000 0 1900

Professional athletes 77,000 * 1920


Balancing Workforce Diversity

Key To Organizational Survival


How do the most competitive businesses and enterprises

accomplish innovation, creativity, and superior performance?

There is an old saying that “if you keep looking at the world

through the same window, you will keep seeing only what you have

already seen before.” The same holds true for thinking and opinion. If

you only listen to the same people or the same kind of people to

whom you have always listened, then there is limited possibility for

new or revolutionary thinking or action.

Organizational synergy is dependent on both inclusion and

diversity. Without these elements an organization becomes stagnant,

insular, and defensive. It stops growing, becomes dysfunctional, and

eventually dies. Making sure that the organization has balanced

human diversity is a complicated and intensive undertaking, but the

organization is unlikely to survive without that balance.


Introduction

As a result of political and social mandates in America that

demand equal opportunity for people without biases related to

race, religion, gender, age, lifestyle, handicap, ethnicity,

national origin, and other protected classifications, we tend to

think of human diversity in those terms. These categorical

differences are real and important. Excluding a person because

of one of those categories is not only socially unacceptable but

is also very bad business. Today’s global business economy

creates a greater need than ever to understand and relate to

people of every conceivable physical, geographic, language, and

paradigm difference.

In the 21st century, a business needs to create products and

services for each purchaser or consumer at the individual or the

enterprise level, market and sell to them, create and maintain

customer relations with them, employ them, and participate in

political, social, and economic relationships with them.

Approaching this diverse world from a homogenous perspective

will prevent productive relationships and doom an enterprise to

eventual failure. Commerce has become global. The World

Bank has forecast that almost half of the world’s gross national

product (GNP) will derive from global trade by 2004.

Human Diversity: Issues of Competition

The real issues of diversity in the world of business have more

to do with the intellectual and perceptual diversity than those

differences listed above. This intellectual and perceptual

diversity represents the highly competitive advantage that

companies must have in order to survive. In the business

environment of the new millennium, it is clear that the time

available for innovation and creativity in all aspects of the

enterprise is shorter than ever before. No longer may a business

spend long periods of time that it once could to conceive,

investigate, nurture, and develop new ideas. Creativity and

innovation must now occur as a part of the normal functioning

of the enterprise.

Homogeneous environments and social groups rarely produce

new thinking. Paradigms and social cohesion are overwhelming

inhibitors to differences in thought and perspective. It is exactly

that diversity of perspective and experience — which is only

possible from people with diverse backgrounds, paradigms, and

social experience — that can enable individuals to interact in a

way that will create new ideas.

Where businesses were once able to study external

environments and competitors in order to investigate and

acquire new ideas and directions, they must now have those

innovations and creations incubating inside the organization

constantly. Staffing and organizing with optimum human

Excluding a person because he

or she belongs to a particular

category is not only socially

unacceptable but also very bad

business.

The real issues of diversity in

the world of business have more

to do with the intellectual and

perceptual diversity than any

other type.

Homogeneous environments

and social groups rarely

produce new thinking.


diversity is a challenge, and it does not happen through normal

hiring and retention processes. Significant and focused action

must be taken to achieve balanced diversity.

Creating Balanced Diversity

Balanced diversity is necessary if the organization is to prosper.

All too often “diversity” is “accomplished” by adding the

“equal-opportunity-employer” tag line to employment ads or by

recruiting at a National Society of Black Engineers’ conference.

Outreach is important in attracting and hiring people who are

different. Potential contributors are most often not naturally

attracted to an enterprise that they do not perceive as having a

culture and microsociety that would be comfortable, interesting,

and supportive.

An investigation into the characteristic of age demonstrates how

difficult it is to maintain balance. The U.S. Bureau of Labor

Statistics forecasts that the majority (51.7%) of both men and

women in the American workforce will be 40 and older by

2008. In 1988, that percentage was 39.2%. In order to attract

and retain a company workforce, firms have had to dramatically

change salary, benefits, work scheduling, career, and equity

programs and practices. However, these changes haven’t

resulted in a shift from one perspective to another. Rather, it has

created the need to broaden, enrich, and expand the company’s

role in supporting the security, predictability, and dignity needs

of workers aged 16 to 75. The younger workers are less

concerned about retirement and more interested in income and

social experience while the middle-aged workers are struggling

to pay college tuition and accumulate wealth for retirement.

The looming crisis for industry is that baby boomers are more

financially comfortable and will require less cash flow as their

children graduate from college and cease being dependent.

These workers are expected to require more autonomy, work

and work-style independence, and leisure time. Once again,

companies will have to expand their relationships with

employees to engage this even wider diversity of interests.

Of course, one of the hardest parts will be managing this

workforce in a way that creates integration and collaboration

among the young and old. Companies cannot survive without

the wisdom and experience of senior people, nor can they invent

entirely new ideas without new college graduates who haven’t

yet been conditioned by experience. Thus, age is one aspect of

diversity that must be balanced to achieve success.

It is difficult to maintain balance.

Once again, companies will

have to expand their

relationships with employees to

engage this even wider diversity of interests.

Balanced diversity is necessary

if the organization is to prosper.


Every conceivable aspect of an individual’s self and experience

contributes to his or her difference. Some of those differences

are ones that can contribute to the group mission, and other

differences will just as readily detract. The first step in

achieving balance begins during the hiring process, which

normally centers on excluding people who have differences that

are not in line with the group norm (while certainly focusing on

including those whose credentials suggest they are qualified for

a particular position). This is a normal human activity: trying to

associate with those with whom you feel you have the most in

common.

In 2000, HR management’s single most effective and desired

way of recruiting new employees is through employee referrals.

This method works well (representing more than 40% of hires),

it is cost effective, and it results in higher retention rates. The

difficulty is in trying to balance the characteristics, interests,

experiences, and perspectives of the total workforce when the

majority share a similar social perspective. Many Internet start-

up companies have failed due to a lack of experience, and some

venture capital firms now require that young firms hire

experienced managers in order to provide the diversity of

experience that’s needed to compete.

Managing Diversity

A core skill for the manager of the 21st century will be the

ability to mediate the natural disagreement and intolerance that

come with diversity. In the 20th century, the manager could

reasonably tell the “young Turk” and the “old codger” to

“knock it off and get back to work” when their ages made it

difficult for them to relate to each other in a manner of mutual

respect and collaboration. In the 21st century, it is likely that

both employees will tell the manager to shut up and go away!

Thus, with balanced diversity the organization can create a

diverse, yet functioning, group by taking into account the

individual needs of each person in the group while making sure

these needs are compatible with the overall organizational

mission, goals, and principles. As stated earlier, accomplishing

this goal is very hard. It requires knowledge of social systems,

organizational behavior, individual psychology, and

management — all of which could be found in the textbooks on

the manager’s bookshelf in the old world of work. It requires

that professional expertise and advice be applied to every

organizational strategy and practice.

Today’s manager needs new and stronger interpersonal and

organizational skills to succeed. Each individual employee will

present a unique set of requirements. Each person brings a

different perspective and different needs relative to the core

needs of security, predictability, and dignity (see Figure 1).

The first step in achieving

balance begins during the hiring

process.

A core skill for the manager of

the 21st century will be the

ability to mediate the natural

disagreement and intolerance that come with diversity.

Each person brings a different

perspective and different needs

relative to the core needs of

security, predictability, and

dignity.


Organizational managers must create and continuously improve

the organization’s culture, structure, supports, and capacity. The

critical role of the human resources function in assessing,

building, maintaining, and changing balanced organizational

diversity will become a key business strategy if the enterprise is

to achieve organizational excellence. Achieving balanced

diversity requires dedication and the constant acquisition of

external and internal social knowledge and understanding; a

scientific understanding of social systems, individual behavior

and motivation, and group dynamics; and focused attention on

creating, maintaining, and leveraging diversity. Diversity will

not be achieved without the special knowledge, skill, and

experience found in the competent HR practitioner.

Figure 1

Core Needs of Each Individual

SecurityDignity

Predictability


Leading Diversity

Leading a diverse group is much harder than either managing or

understanding diversity. It requires participation in addition to

managing and understanding others. The globalization of the

workforce not only forces diversity but also increases

geometrically the complexity of successful leadership. As more

companies become global, more leaders must lead across

geographies, industries, and societies.

For example, Ford Motor Company currently has 54% of its

employees located outside of the United States. At IBM, 51% of

its employees are not located in the United States. Companies

such as GE, PepsiCo, and GM have between 20% and 40% of

their employees working outside the United States. Other global

firms — such as Nestle, which has 97% of its employees

working outside Switzerland, and Phillips, which has 82% of

employees working outside of the Netherlands — demonstrate

that it is indeed a global dynamic.

It is a rare company in the 21st century that doesn’t have

workers, customers, suppliers, partners, and stakeholders

located throughout the world. The greater difficulty in leading is

prompted by the critical need for diverse groups and individuals

to work effectively toward common goals and objectives. In

today’s world, the old “command-and-control” approach to

managing and leading the workforce just doesn’t work.

Leveraging Diversity

Why bother with diversity? How does balanced diversity in a

workforce represent a competitive advantage? There are some

clear areas where diversity is absolutely necessary to a

company’s competitive advantage: innovation, creative thought,

invention, group synergy, organizational effectiveness, and

business success.

It is the intelligent and purposeful use of diversity that enables

an organization to connect with customers on a common

ground. For example, can you imagine operating a McDonald’s

restaurant in the Latin section of Miami with employees who

don’t speak Spanish?

Diversity creates an organizational strength and promotes better

service from workers, suppliers, and partners. It is the adventure

of discovery that keeps people interested; if there is nothing to

discover, people and organizations stagnate. Without diversity,

there is nothing to discover. Think about it. Do people talk more

about what is the same or what is different?

Diversity is absolutely

necessary to a company’s

competitive advantage.

Leading a diverse group is

much harder than either

managing or understanding

diversity. It requires participation

in addition to managing and

understanding others.


Recommendations

Following are recommendations for building, maintaining, and

leveraging diversity:

Actively promote recognition, celebration, and inclusion of diversity, as it has been described in this bulletin.

Make sure inclusion is rewarded and exclusion is discouraged. Human dignity must prevail as the key principle.

Demand HR professionals and leaders who value diversity and whose behavior supports that value. People must “walk the talk” or the result will be failure.

Hire people who augment a balanced, diverse workforce. If everyone thinks the same way, then diversity is nonexistent.

Create a company brand that communicates the diversity of the organization. Employees, customers, suppliers, and stakeholders will like it.

Make diversity an integral part of the enterprise’s goals.

Good strategy, resources, management, employees, partners,

customers, and leaders are all necessary for success in the 21st

century. However, it is diversity of perspective and experience

that will provide a competitive advantage. If an organization is

just like every other organization, then the results will always be

the same: competition without advantage! No one is asked for

old ideas.

Dr. H. Michael Boyd is an internationally recognized expert in the field of human resources with over 30 years of corporate and consulting experience. Dr. Boyd is President of Boyd Associates, a HR Strategy consulting firm; Was Professor of Management and Organizational behavior at Bentley College; and former "Human Resources Issues" discussion board host on Monster; content consultant to IDC

www.BoydAssociates.ne

It is diversity of perspective and

experience that will provide a

competitive advantage.


H. Michael Boyd, Ph.D. © 16



COURSE

EXERCISES

and

MATERIALS



The Batam Electronics Factory Case Exercise 1

In the early 1990s a major computer manufacturing and services company headquartered in the

United States began implementing a plan to build an electronic component assembly factory in

Batam, Indonesia. These fully-assembled components would be shipped to a factory in the U.S

where they would be a part of an electronic device sub-component. Those sub-components were

then shipped to a manufacturing company in Japan where they became part of a complete

electronic device used in computers.

This is the final stage of the plan: Startup (1st year of operation) and Operation.

The previous stages of the plan included the business justification; the FDI analysis and plan; the

factory plan and design; the capital plan; and the physical plant and logistics plan.

The factory was situated on the Indonesian island of Batam, an old small island

historically used by pirates who would rob passing ships and then retreat into the

mountains of the island where they couldn’t be found. The island is about 22 km across

the bay from Singapore. While there is a small airport and city on the island, the mail

access is by boat and water taxi. This factory is located in a very large industrial area at

one end of the island.

There were about 40 large factories in the industrial complex.

The industrial complex includes factories owned and operated by global companies from

numerous industrial countries.

The common purpose of all of the companies was to take advantage of extremely low

labor costs.

This case is about the treatment of the employees of the factory. There were 350 assembly employees (They were full-time legal employees.).

The assembly employees were all recruited and contracted for by an independent staffing

company that provides staffing services for most of the companies in the complex.

The recruiting process is for the recruiters to travel to cities and villages throughout

Indonesia and effect contractual agreements with fathers or eldest brothers of impending /

recent high school graduate girls. The agreement was for the girl to be transported to

Batam and work and live there in the factory for a period of two years. The girls did not

have any choice.

There were 30 Production Supervisor employees. All of the supervisors were Indonesian

men ranging in age from 25 to 50 years of age.

There were 20 Management and Staff employees. These employees included American,

Indonesian, Singapore, and Japanese professionals and administrative staff.

The food service in the company cafeteria was provided by an external contractor. The

menu, prices, schedules, etc. were specified by the company. Employees paid for their

meals out of their pay.

The dormitories where the assembly employees lived were part of each individual

factory’s’ complex. Each room contained two to three bunk (two-level) beds along with

enough room for a desk and several chests of drawers. Each room would house four to

six girls. There was, on each floor, a central cooking area.

The entire industrial complex was secured by barbed-wire fencing and security personnel.

1 Boyd, H. Michael, PhD; Case created based on an actual factory on Batam; 2010



The industrial complex included a bazaar with shops and food stores along with

entertainment and other resources for complex inhabitants.

The issue being addressed is the treatment of the assembly workers in the factory.

The considerations:

They were all young Indonesian women, the majority from the area of Jakarta, Indonesia.

The girls were all 18-year old teenage recent high school graduates.

The girls had very little knowledge of self-hygiene or health. Their lifestyle was

unhealthy and they practiced very poor hygiene.

Most of the girls did not know how to cook. This resulted in unhealthy meals and poor

nutrition.

The employees were all paid weekly in cash. All of the girls sent most of their pay home

to their fathers or eldest brothers. Some sent their entire pay home.

Some of the girls became malnourished and weak.

The business issues:

The factory had experienced a high defect rate – poor quality.

The factory productivity was not improving as the startup stage progressed.

Unhealthy employees would not be as productive as needed. Factory productivity could

suffer.

Hungary employees would not be as productive as needed; and would become unhealthy.

Most of the other companies in the complex were against higher wages or any employee

benefit that would add to the operating cost of their factory.

Factories were interdependent inasmuch as they shared many services such as utilities,

transportation, and staffing. The norm was to not create competition for these resources

by differentiating. That insured that everyone got the lowest cost possible.

o Fathers of recruits could contract for the factory that paid the highest wages, had

the best environment, etc.

Any action to improve employee welfare would increase per-unit cost which could cause

the factory business goals to be negatively impacted.

The Ethical and Moral Issues:

The owner and management of the factory is an American company. This company

particularly prides itself on a very strong culture of employee welfare and care.

These assembly workers were all teenage girls far away from their home for the first time

in their lives.

The behavior of the girls is entirely consistent with the culture, laws, and norms of

Indonesia and their families.

The company, by building the factory there, had tacitly agreed to abide by the norms of

the 40-factory complex. There was a factory practices committee made up of all the

companies owning / operating factories in the complex. The areas covered included

staffing.

The factory management feels responsible for the health of the girls.



The Resolution: 1. Should the company allow the factory in Batam to take actions that

would improve the health and welfare of the assembly workers?

2. What are the positive results and negative results of either strategy

(action or no action)?

3. If the decision is to take action, what are some possible actions?

Each group will prepare its answers and present them (5 minute presentation)



The NEGOTIATING Group Exercise:

• Break into your Class Groups

• Prepare a negotiation:

• You are negotiating with another class group. Both of your groups are part of the global technology company, LG Electronics in Seoul, South Korea.

• Group A represents the Europe Region of LG Electronics (Korea). The representatives (you) are Irish.

• Group B represents the South America Region of LG Electronics (Korea). The representatives (you) are Brazilian.

• The decision makers are the Korean executives of the LG Electronics Global Television and Display Technology Business Division. They are at the negotiation as observers. They will make a decision based on the agreement reached by the two regions.

• You are meeting in a hotel Suite at the Westin Chosun Hotel in Seoul, Korea.

• The Objective is to agree on the LCD TV allocations of the LCD Television Manufacturing Division of LG Electronics (Seoul, South Korea).

• Each Region desires to have more of the LCD TVs produced allocated to their region because they never have enough TVs to meet the demand in their area. They can sell as many TVs as they can get.

• Unfortunately, increasing the number of TVs produced is not an option because LG must also manufacture its other products.

• There are exactly 1.1 million TVs that will be manufactured for the combined two

regions.

All of the other regions have settled their manufacturing allocations

The total sales revenue for these 1.1 million TV sets is $800 million (US dollars) (Planned at 500,000 TVs at $1,000 and 600,000 TVs at $500)

The mix of TVs (high-end / cheap, etc.) will be what the negotiation agrees on.

• You must prepare a negotiation that includes your plan and an explanation of

your considerations.

You must, at least, include:

o The logistics for your meetings (facility, meals, customs, cultural norms, etc.) o A description of the market and customer considerations for your region. o Your negotiation strategy and goals



• OK – Negotiate. :::::::: Achieve agreement on who gets what



THE AGREEMENT:

ITEM: Group A (Europe) Group B (South America)

Number of Televisions

Expensive televisions

Inexpensive televisions

Projected revenue from

Televisions

Timing of deliveries:

Other items:



MANAGING IN A GLOBAL CULTURE Taken from CHAPTER 2 (Marquardt, Michael J and Engel, Dean W., Global Human Resource Development) Culture is different from human nature and from individual personalities

Factors influence the culture more deeply if they are values than if they are practices:

There are nine interacting Factors Influencing the Cultural Environment

Nine Factors of Culture

1. Religion

2. Education

3. Economics

4. Politics

5. Family

6. Class Structure

7. Language

8. History

9. Natural Resources/Geography

FIGURE 23



Religion

Religion, the belief in a particular view of the supernatural with accompanying rituals and rules, is probably the

single most influential factor in cultural thinking, living, and doing. Religion helps to establish the beliefs and

norms, determines whether a people see themselves as basically good or evil, in control of or controlled by the

environment, and defines what is truly important in life. Many religious writings even describe how one should eat,

dress, relate to others, and work.

Education

Education determines a society's means of transmitting the knowledge, skills, and attitudes necessary to live in that

society. Education may be formal (primary, secondary, higher, and vocational), non-formal (structured learning

outside the academic system; e.g., workplace learning), or informal (unstructured such as learning from one's

parents).

Some cultures encourage inductive learning (open-ended, case-by-case) while others are more deductive (general to

specific). Many societies encourage rote learning in an environment with complete, absolute respect and obedience to the instructor, while other societies support open, participative learning with a more egalitarian relationship

between teacher and student.

Economics

Economics are the activities concerned with the production and distribution. Societies may be (a) free-market,

capitalistic, (b) centrally planned, government-controlled, or (c) a mixture of the two. Approximately half the

world's population lives under a centrally planned, government-controlled economic system although recent events

in Eastern Europe, Asia, and Africa show a rapid movement toward a more capitalistic free-market economy.

Nevertheless, the impact of Marxist economics will influence the cultural behavior of these societies for many years.

Politics

The political factor encompasses structures and activities related to the allocation and use of power as well as the

regulation of access to resources and opportunities. Political systems may range from totalitarian to democratic and

may exclude specific groups on the basis of ethnicity, gender, age, or economic status.

Family

The concept of family in a culture may range from nuclear (immediate parents and children) to extended (including grandparents, cousins, aunts, and uncles). The nuclear family has limited interaction outside the

immediate family, and family members are more free to ignore expectations of the extended family, or even the

nuclear family, in choosing one's marriage partner, profession, home, etc.

In the extended family, the obligation to family members overrides the desires and wishes of the individual. The

son, especially, is expected to remain with the family to support it in whatever way he can. Most of Asia, Africa, and

Latin America place a high emphasis on the extended family structure.

Class Structure

Class structures range from open to closed. In open class structures, individuals have the ability to choose and to

move up, down, or laterally in the system without major difficulty. What you do is the important criterion.

In a closed society, one's position is determined and limited by who you are, that is, by birth rather than by individual achievement. The United States, for example, has a very open class structure compared to rural India,

where the class system is very closed.



Language

Language is the carrier and conditioner of all cultures. The words and structures available in a language

strongly influence a speaker's values, beliefs, relationships, and concepts.

English, for example, is a very direct and active language. If I read a new book and enjoy it, in English I

might say, "I think it's a good book," clearly defining myself as a person entitled to, and capable of, making such a

judgment. In Japanese, a less direct language, I would say the equivalent of, "With regard to me, the book is good."

The assumption of authority and objectivity is less present.

English is also a less formal language than many. For example, there is only one form of the second person for

both singular and plural, "you." In Vietnamese, by contrast, there are many counterparts of "you," and their use is

dependent upon age, gender, relationship, number, status, and so on. Thus it is easy to see how much more natural it is for an American to be informal and egalitarian than for a Vietnamese.

History

A society's history has a significant impact on the culture. China's long, glorious history has created a culture

where one's perspective of time is very different than it would be in a newly formed nation in Africa. (A Chinese

trainer once stated that China would soon be an economic power, meaning within the next 100 or 200 years.)

Colonized countries of Africa and Asia have many values derived from, and/or in contradiction to, their colonizers. The Arab world identifies with the military achievements of Muhammad and his successors. The United States’

brief history includes the rugged frontiersmen, rapid industrialization and expansion, and pride, possibly arrogance,

in being the "last, best hope of mankind."

Natural Resources/Geography

Obviously, the land in which a society lives influences the culture. Hofstede (1991), for example, positively correlates a country's attitude toward equality with a country's latitude and observes that colder climates require

smaller power distances between people. The vast spaces, minerals, forests, and farmlands of the United States

helped form a culture based upon optimism, materialism, and confidence. On the other hand, societies regularly

faced with hurricanes, flooding, drought, lack of minerals or scarcity of arable land tend to be more fatalistic. The oil

and sand of Saudi Arabia have certainly had an impact on Arab culture as have the rain and forests of Liberia on

Liberian culture.



LEVELS OF CULTURE

When we hear the word culture, we usually think only of a nation's culture. However, the definitions and characteristics discussed in the previous section can relate to five levels or types of culture—corporate, ethnic,

regional, national, and global.

Corporate Culture

Each organization also has a distinct culture that is passed on from the older to the newer members and

determines their way of thinking, doing, and living. Deal and Kennedy, in their bestseller Corporate Culture: The Rites and Rituals of Corporate Life, noted how every organization functions in a way that is distinct from every

other organization. The customs, language, folklore, and way of living at IBM, for example, are unique and different from those in all other corporations.

Ethnic Culture

Most nations have many ethnic cultures within their borders. Sri Lanka has two distinct ethnic groups;

Cameroon has over 100. Los Angeles County has 150 cultural groups! The same ethnic group may also be found in

many different countries as seen by the Chinese and Indians.

Regional Culture

There are some cultural characteristics that are "many-nationed" since the cultural factors influencing the various national cultures are powerful and similar. For example, there are many common characteristics of the

peoples throughout Latin America or the Middle East.

National Culture

National culture exists in countries that have within their national borders a distinct, discrete manner of

thinking, doing, and living. This is the case in very few countries and usually reflects a history where other cultures

have been driven out or destroyed.

Global Culture

The impact of global business and worldwide communications has resulted in a growing overlapping of values,

norms, and beliefs around the world. More and more economists, anthropologists, and HRD professionals are

referring to global culture. Ohmae identifies the economic characteristics of a borderless world. White describes the

common characteristics of world leaders. Naisbitt sees a greater and greater global sharing of life style and behavior.

The HRD professional needs to be cognizant of all five of these levels of culture when conducting a training

program. Each level has an impact on the design and delivery of the HRD activities.



(Taken from --Chapter 2 Marquardt, Michael J and Engel, Dean W., Global Human Resource Development)

FOUR REGIONAL CASE STUDIES

** This study is from the standpoint of the HRD (human resource development) that is necessary to

successful management in any region of the world.

It briefly reviews the cultures of four regions and then examines how Human Resource Development can be

culturally adapted and implemented. The cultures we will explore are those found in:

1. The United States and Canada 3. The Middle East and North Africa

2. East Asia 4. Latin America

The United States and Canada

Cultural Factors/Environment

1. Religion. The dominant religious influence is that of Protestantism, with its emphasis on individualism, personal salvation, and the work ethic.

2. Education. Educational opportunities are universal with a strong public education system from kindergarten

through graduate schools. Emphasis is on learning that is practical, utilitarian, and applicable. The inductive

approach of thinking is encouraged. Experiences tend to be evaluated in terms of dichotomies (right/wrong,

do/don't, successful/unsuccessful, good/evil, work/play, winner/loser, subjective/objective).

3. Economics. The economies of these countries are market driven and capitalistic. Competition is seen as healthy for economic development.

4. Politics. These countries believe in and practice democracy with universal suffrage. Government is seen as

serving the people and should not be too powerful. Individual rights are legally protected.

5. Family. Families are nuclear, and children are responsible primarily to themselves for career choices and

education.

6. Class Structure. These societies have an open class structure with opportunities for almost anyone to advance.

Initiative is respected and rewarded, and equality of opportunity is the norm.

7. Languages. English is very active, direct, clear, and analytical, with a precise but abundant vocabulary. It is a

language that patterns in linear structures and lends itself in support of detailed, observation-based analysis.

8. History. Compared to the cultures of Asia, the history of these countries is relatively short. They have

generally been economically and militarily successful, especially over the past one hundred years. 9. Natural Resources/Geography. As a result of the arable lands and temperate climates, farmlands are abundant

and fruitful. Canada and the United States enjoy vast frontiers and open spaces that encourage rugged

individualism and independence.

Impact on HRD Implementation: Each of these nine factors of culture has an impact on the implementation of

HRD in these countries. In the following section we will identify some of these HRD practices and what cultural

factors account for them.

1. HRD Roles. The relationship between the trainer and the learner is much more equal in these societies than

other cultures. Trainers must prove their competency. They can and will be challenged by the learners.

Credibility must be earned. The trainers, however, are able to be informal and casual in working with the

trainees. Such regional cultural factors as class structure, politics, and language support these roles and

relationships between trainers and trainees.

2. Analysis and Design. In determining the objectives of a training program, the trainer, in collaboration with the

trainees and their management, is expected to determine program objectives. Participants are expected to

openly state their needs since there is an almost universal belief that everyone can improve and learn. Learners

in these countries want to achieve success. The learners are also involved in setting objectives since they should

have some awareness of what is best for them. Clear measurable objectives can be reached if the learners apply

themselves. The teachings of religion and history encourage this approach to needs analyses and objective setting.

3. Development and Delivery. Training programs should be practical and relevant. Behavior can be changed and

skills developed. A wide variety of methodologies are encouraged. Both inductive and deductive learning are

desired. Methodologies based upon analysis, problem solving, learning from fellow trainees and by oneself are



appropriate. Lecturing by the trainer is tolerated in short dosages. Cultural factors like natural resources,

education, and economics favor this type of development and delivery.

4. Administration and Environment. The venue should be comfortable and economical. Fancy ceremonies and speeches from dignitaries are not necessary. Learners are selected based upon the needs of the organization

and the perceived benefits of training the selected individuals, not because of their family name or class. Beliefs

about politics and the family drive these approaches in Human Resource Development administration and

environment.

East Asia

Cultural Factors / Environment: Global HRD professionals who have worked in countries of East Asia—Burma,

Malaysia, Thailand, Singapore, Korea, China, etc.—realize that they must significantly modify their training

implementation if they wish to be successful (something Roger did not do at the beginning of this chapter). The

cultural factors necessitating these changes are as follows:

1. Religion. Buddhism and Hinduism are the dominant religions. Both preach the importance of harmony with

nature and one's fellow human beings, of accepting the world as it is, of seeking collaborative means to resolve

problems. Humility is a valued virtue.

2. Education. The influence of Confucius with his high emphasis on education and respect for the educator permeates these cultures. It is thought that opportunities may be limited, so one seeks to learn what one can. In

formal education, the teachers are highly respected and teach primarily by lecture while students learn primarily

by rote.

3. Economics. The economies in these countries in recent years have been state-managed and centrally

controlled but are now beginning to become more capitalistic. Small family businesses are numerous, with the

government controlling most large-scale enterprises. Entrepreneurship and hard work emerges from Confucianism.

4. Politics. Although democracy is beginning to emerge in some countries, for the most part, power is still

concentrated in the hands of a few, and the military often determines if an elected government may continue.

Most of these countries have lived under European colonialism and the people have a lovelhate relationship

with those cultures.

5. Family. The family structure is strongly extended (again the Confucian influence). One is expected to respect and obey parents and grandparents in the selection of profession, domicile, and spouse. The needs of the

extended family and even the village are more important than those of the individual. "Guanxi" (relationships)

are needed to accomplish results.

6. Class Structure. Class structures have traditionally been closed and remain so in rural areas. However, there

is a trend in the cities to be judged instead by one's achievement and hard work.

7. Languages. These societies are "high context," that is, the environment or context can influence what is being

said as much or more than words themselves. The languages also have numerous forms of "you" to distinguish

the myriad of relationships with others. Some languages, like Mandarin, are very rich and complex while others,

like Bahasa Indonesian, are very simple and have a limited vocabulary.

8. History. The Chinese, Japanese, and Korean cultures and histories are thousands of years old with much past

power and glory. Time frames are long term and there is an appreciation of the past.

9. Natural Resources/Geography. Huge populations strain the food and mineral resources of these societies.

Numerous floods and earthquakes create a sense of the inevitability of nature's power.

Impact on HRD Implementation: Because of these cultural factors, the global trainer should adapt his training

in East Asia the following ways:

1. HRD Roles. Learners have the utmost respect for all educators and treat them reverently. They expect the

trainer to behave, dress, and relate in a highly professional, formal way. Learners may become uncomfortable

with too much informality. They also hope to be treated with respect and sensitivity. The trainer is seen as

knowing all, and it is believed that his assignments and expectations must be carried out without question or

disagreement. Religion, education, poll-tics, family, class structure, and language all contribute to this view of

the roles of the trainer and trainees.

2. Analysis and Design. Since the trainer is omniscient and therefore should know what the trainees need to learn, it should not be necessary to undertake a needs analysis. And it would represent a loss of face or be



embarrassing for learners to admit weaknesses to an outsider. Questioning of Asians can result in ritualized

behavior, withdrawal, or even resentment of the trainer. Asking for self-analysis may be fine for Americans

who value frankness and openness, but it is disastrous in East Asia, where a much higher value is placed on

hiding one own feelings and thoughts and not prying into the feelings and thoughts of others.

Establishing objectives is also challenging. The concept of planning and goal setting has less impact on most

East Asian philosophies and religions, which tend to be collective and fatalistic. Therefore, training that begins by asking for expectations, fears, and goals is "unlikely to meet with comfortable or coherent

responses" (Rigby, p. 20).

3. Development and Delivery. East Asians, through their rigid education system, are accustomed to lectures, note

taking, and limited and respectful questioning of the teacher. Trainees attempt to soak up information like a

sponge and repeat it back verbatim. Learners from these societies also tend to place a high value on

orderliness, conformity, and clear, specific instructions. Therefore, training materials should be orderly, well-

organized, and unambiguous. Designing a workplace learning program that includes role plays and structured

experiences will be painful because of various cultural factors. First, it is very uncomfortable for Asians to

place themselves in the shoes of someone else because of their high respect for others. Role plays also

generally include confrontation and/or innovation, both of which are hard to initiate in a culture whose

religion, education, politics, language, and history value compromise, conformity, clear authority

relationships, and conflict avoidance. Most learners believe that it is much better for the trainer, himself, to demonstrate what is the best knowledge, skill, and/or attitude.

Mixing learners of different age, sex, professional rank, etc., and thereby ignoring their status differences may

be seen as a means of undermining authority and power in the workplace. Exercises that strip the participants

of status tend to cause embarrassment, confusion, and loss of face for all participants at the expense of

learning.

4. Administration and Environment. A very high value is placed on visible signs of status and worth. An

HRD professional's authority is determined to a great extent on the location and decor of the HRD office, how

many people report to him, who they are, and so on. The quality of the training room, the training

announcements, and the educational resources are indications of how important a training program is and

greatly influence attendance.

Ceremonies with important dignitaries in attendance, certificates, plaques, and speeches are taken as signs of

the value of the training program.

The Middle East and North Africa (Arab World)

Cultural Factors/Environment: The Arab world, stretching from Morocco in North Africa to the Persian Gulf,

includes more than 300 million people, bonded by a common religion (Islam) and language (Arabic), both powerful

factors uniting the cultures of these different countries.

1. Religion. The Islamic religion permeates the daily life of the region. The five pillars of Islam—the one God

(Allah), prayer, charity, Ramadan (holy month of fasting), and pilgrimage to Mecca—guide all, rich and poor, Egyptian and Iraqi, young and old. The teachings of Muhammad in the Koran regarding, for example, the

brotherhood of all Muslims, the status of women, the rituals, and the mosques deeply affect the education,

politics, and family life of these societies. Fatalism is so ingrained that the most common phrase in this region is

' lnsha'allah" (if God wills) since only that which Allah chooses will occur.

2. Education. The key learning experience for most Arabs involves the memorization of the Koran. The education system therefore emphasizes an imitative rather than a creative approach to learning. One learns from

memorization rather than from independent research and original work. In most places, girls are educated

separately from boys.

3. Economics. The region includes some of the richest countries in the world (Saudi Arabia. Bahrain, United

Arab Emirates) and some of the poorest (Yemen, Egypt). Oil is the primary source of wealth, and foreign

workers in the rich countries who send their remittances back to their families represent a major source of

income for their own, poorer countries. Social relations are as important as getting the job done. Misfortune

may be attributed to outside influence, i.e., what Allah wills.

4. Politics. Although democracy is being demanded by larger and larger numbers of people, most countries in the

region are oligarchical, run by benevolent royal families and military dictators. The mullahs (church leaders) are

very powerful and influential among the people and in some governments. Decisions are made by consensus, by

ruling councils, and by families.

5. Family. The extended family is the foundation of Arab life with the Koran spelling out proper roles and

relationships. There are formalized social distances between persons differing in age and gender; men have a



higher status than women, age is valued over youth, those who are married outrank those who are not. A

parent's word is final, and great respect for one's elders is expected and given. The family is the primary

determinant of individual behavior in such areas as choice of occupation, spouse, and living site, as well as

numerous social obligations. Families are paternalistic and male-centered. Many homes will have a special

meeting room, a "diwaniah," where neighboring men spend time socializing each evening.

6. Class Structure. Social organization is highly stratified; the division of labor is primarily on a class basis so that social mobility is difficult. Social morality prevails over individual morality. Thus, concepts of right or wrong,

reward or shame derive not from an individual's determination of appropriate behavior, but from what society in

general dictates as the social norm. People retain a formality of manner, particularly in initial social relationships.

7. Language. Arabic, the language of the Koran, is, for Arabs, a language to be spoken and heard. Arabs love to

listen for hours to Arabic poetry, speeches, and songs. How one says something becomes almost as important as

what one says. Arabs are generally much better at speaking their language and the languages of others than they

are at writing them.

8. History. Within one hundred years of the death of Muhammad, the Arabs were masters of an empire extending

from the shores of the Atlantic to the Chinese border. While the western world was experiencing the Dark Ages,

Islamic culture was flourishing in the arts and sciences. More recent history, however, saw much of the Arab

world colonized by the British, French, and Ottoman (Turkish) empires. Most Arab countries became independent

in the twentieth century. 9. Natural Resources/Geography. Much of this region is desert with hot, dry weather. The Bedouin traditions of

hospitality and generosity to people traveling from oasis to oasis remain strong. Elaborate greetings and close

physical contact while communicating also derive from these traditions. The main natural resource has been the

rich deposits of oil, but they have enriched relatively small segments of the population.

Impact on HRD Implementation

1. HRD Roles. Muhammad declared that education was the highest profession, and therefore, teachers and trainers

must be granted high respect by Arab trainees. At the same time, the learners also want to be respected and will

seek to develop a friendly relationship with the instructor.

Formality is important, and even casual encounters with a colleague begin with traditional and elaborately formal words of greeting.

In the more traditional societies, males (including trainers) are not to touch (for example, shake hands with) a

female trainee. In some areas, men are not even allowed to be in the same room with women. Religion, family,

and class structure are important cultural determinants for BIRD roles.

2. Analysis and Design. Identifying needs and weaknesses in an individual or organization is difficult since people

are not expected to speak negatively of others even if they dislike them. "God loveth not the speaking ill of

anyone," according to the Koran. The frankness of Americans regarding others' faults is regarded as highly improper.

The fatalism of the Arab culture may result in less motivation to totally achieve learning objectives since doing

so would imply that one can control one's own future.

In designing the training program, it is important to allow considerable time for socializing and building

relationships. Prayer time must also be built in. Things should not be rushed, for, as the Koran teaches, "haste is of the devil."

Development and Delivery. A number of strategies and structures, based on the factors of culture, can

enhance the effective delivery of training programs in Arab societies.

• Provide ample opportunities for interactions between the trainer and learners and among the learners

themselves. • Rely more on oral rather than written demonstrations of knowledge acquired.

• Avoid paper exercises and role playing since they are thought to be games for school children.

Administration and Environment. The Arabs, reflecting their language, like the learning process to be permeated with flourishes and ceremonies. Training should not be scheduled during Ramadan, the month of

fasting. Do not expect quick decisions from one person, since the culture is very consultative and time is flexible.

(One of the authors was told that the definition of bukra " tomorrow" is similar to manna but that it lacks the

urgency of that Spanish word.)

Latin America

Cultural Factors/Environment: The countries of South America and Central America share many

cultural characteristics.

1. Religion. The Catholic religion with its historical emphasis on hierarchy, patriarchy, and fatalism permeates the



Latin cultures. The Spanish missionaries established a highly structured social and economic system. Women

are much more active in religion than men.

2. Education. The Latin education system tends to emphasize the theoretical and the humanities with less

emphasis on the practical. Upper classes send children to private schools and universities, most of which are

under the auspices of the Catholic Church. Illiteracy is high, and limited vocational education is available.

3. Economics. Free market capitalism is preached although economic power is primarily in the hands of small number of families in most countries. Societies are divided between the wealthy and poor with a small middle

class.

4. Politics. The Spanish tradition of monarchy and authoritative government was continued in the Americas until

independence from Spain was achieved in the nineteenth century. Most countries, however, maintained the

tradition of the strong, decisive ruler and have had a succession of military dictatorships. (Bolivia has had over

150 coups in its 150 years of "independence.") The democratic form of government has begun to emerge throughout the Latin societies. People still elect charismatic, powerful, decisive leaders and like their strong

individuality (personalismo).

5. Family. Latin culture has an extended family structure, and there is high respect for the family. Women are

"placed on a pedestal," and a man's machismo protects and impresses them. Authority is centered in the father

and is often extended to the "father of the nation," a strong dictator.

6. Class Structure. Latin culture is primarily a closed class structure where one is born high or low. Throughout Latin America, there are three distinct classes: (1) the rich Spanish families whose wealth was earned from the

coffee plantations and haciendas as well as the new corporate leaders, (2) the workers, Latinos, who are mostly

of mixed Spanish and Indian descent, and (3) the native Indians at the very bottom economically and politically.

7. Language. Spanish, a Romance language, is a rich language based upon Latin. It employs the passive voice more

frequently than English, thereby implying less active control or responsibility for the world around it.

8. History. Many Latin American countries identify with the long and glorious history of Spain which colonized the

region for over 300 years. The native Indian population has been decimated or assimilated except in Bolivia,

Peru, and Guatemala. Rich today—gone tomorrow. Chance guides their destiny.

9. Natural Resources/Geography. When many of us think of Latin America, we think of the large cattle ranches

and coffee plantations, the Andes, and the Amazon. However, Latin America has become the most urbanized

society in the world. The two largest metropolitan areas in the world are Sao Paulo in Brazil and Mexico City.

Impact on HRD Implementation:

1. HRD Roles. As can be surmised from the cultural factors of politics, economics, class structure, and family,

Latin American societies prefer a trainer who is a decisive, clear, and charismatic leader. They like to be

identified with a successful trainer and will be loyal to him or her as a person.

2. Analysis and Design. In many ways, the Latin culture is similar to the Arabic (they did coexist for over five centuries in Spain during the Middle Ages); therefore, there are many similarities in conducting needs analyses

and designing training programs. The macho and personalismo qualities make it difficult to expose one's

weaknesses and faults in a needs analysis. Opportunities for affiliating and socializing are important. Class

structure and family factors, however, can cause tensions if Latinos and Indians are trained together.

3. Development and Delivery. In developing the curriculum, the trainer needs to be aware of the Latin education tradition of lectures and more theoretical emphasis than in the United States. Unlike the Southeast Asian and

Arabic cultures where English is the acceptable language for training, Latin American countries expect the

training to be done in Spanish.

4. Administration and Environment. The value and importance of the training are determined to a large extent by

venue, which dignitaries are invited for the ceremonies, and the academic affiliation of the trainer. Time is very

flexible, and beginning or ending at a certain time is not important. Important decisions are often made by a

single person at the top of the organization.



HOW DOES YOUR SELECTED GLOBAL REGION COMPARE CULTURALLY?

What are the key cultural differences

in each region?

Cultural Factor:

US/ Canada

RELIGION

Education

Economics

Politics

Family

Class Structure

Languages

History

Natural




CULTURAL DIMENSIONS: Geert Hofstede GLOBALIZATION: Cultural Considerations of a global company http://www.geert-hofstede.com/

Cultural

dimension /

consideration:

In the United States In Brazil

Individualism

versus

Collectivism

Power

Distance

Uncertainty

Avoidance

Masculinity

versus

Femininity

Long-Term

versus

Short-Term

Orientation

(Read the description of Hofstede’s five cultural dimensions in your text, then see Hofstede’s comparison on the

next page)

Each group must show one slide and explain the results.

http://www.geert-hofstede.com/



Geert Hofstede™ Cultural Dimensions

PDI Power Distance Index

IDV Individualism

MAS Masculinity

UAI Uncertainty Avoidance Index

LTO Long-Term Orientation

PDI IDV MAS UAI LTO

Country

United States 40 91 62 46 29

Brazil 69 38 49 76 65

© Geert Hofstede - all rights reserved

http://www.geert-hofstede.com/hofstede_united_states.shtml

http://www.geert-hofstede.com/hofstede_brazil.shtml



Hofstede’s Cultural Attitudes Research -- Cultural Dimensions

Prof. Geert Hofstede conducted perhaps the most comprehensive study of how values in the workplace are

influenced by culture.

From 1967 to 1973, while working at IBM as a psychologist, he collected and analyzed data from over 100,000

individuals from 50 countries and 3 regions.

Subsequent studies validating the earlier results have included commercial airline pilots and students in 23 countries,

civil service managers in 14 counties, 'up-market' consumers in 15 countries and 'elites' in 19 countries.

From the initial results, and later additions, Hofstede developed a model that identifies four primary Dimensions to

assist in differentiating cultures: Power Distance - PDI, Individualism - IDV, Masculinity - MAS, and Uncertainty

Avoidance - UAI.

Geert Hofstede added a fifth Dimension after conducting an additional international study with a survey instrument

developed with Chinese employees and managers.

That Dimension, based on Confucian dynamism, is Long-Term Orientation - LTO and was applied to 23 countries.

These five Hofstede Dimensions can also be found to correlate with other country and cultural paradigms



Geert Hofstede™ Cultural Dimensions * * *

Power Distance Index (PDI) that is the extent to which the less powerful members of organizations and institutions

(like the family) accept and expect that power is distributed unequally. This represents inequality (more versus less),

but defined from below, not from above. It suggests that a society's level of inequality is endorsed by the followers

as much as by the leaders. Power and inequality, of course, are extremely fundamental facts of any society and

anybody with some international experience will be aware that 'all societies are unequal, but some are more unequal

than others'.

Individualism (IDV) on the one side versus its opposite, collectivism, that is the degree to which individuals are

integrated into groups. On the individualist side we find societies in which the ties between individuals are loose:

everyone is expected to look after him/herself and his/her immediate family. On the collectivist side, we find

societies in which people from birth onwards are integrated into strong, cohesive in-groups, often extended families

(with uncles, aunts and grandparents) which continue protecting them in exchange for unquestioning loyalty. The

word 'collectivism' in this sense has no political meaning: it refers to the group, not to the state. Again, the issue

addressed by this dimension is an extremely fundamental one, regarding all societies in the world.

Masculinity (MAS) versus its opposite, femininity, refers to the distribution of roles between the genders which is

another fundamental issue for any society to which a range of solutions are found. The IBM studies revealed that (a) women's values differ less among societies than men's values; (b) men's values from one country to another contain

a dimension from very assertive and competitive and maximally different from women's values on the one side, to

modest and caring and similar to women's values on the other. The assertive pole has been called 'masculine' and the

modest, caring pole 'feminine'. The women in feminine countries have the same modest, caring values as the men; in

the masculine countries they are somewhat assertive and competitive, but not as much as the men, so that these

countries show a gap between men's values and women's values.

Uncertainty Avoidance Index (UAI) deals with a society's tolerance for uncertainty and ambiguity; it ultimately

refers to man's search for Truth. It indicates to what extent a culture programs its members to feel either

uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising,

different from usual. Uncertainty avoiding cultures try to minimize the possibility of such situations by strict laws

and rules, safety and security measures, and on the philosophical and religious level by a belief in absolute Truth; 'there can only be one Truth and we have it'. People in uncertainty avoiding countries are also more emotional, and

motivated by inner nervous energy. The opposite type, uncertainty accepting cultures, are more tolerant of opinions

different from what they are used to; they try to have as few rules as possible, and on the philosophical and religious

level they are relativist and allow many currents to flow side by side. People within these cultures are more

phlegmatic and contemplative, and not expected by their environment to express emotions.

Long-Term Orientation (LTO) versus short-term orientation: this fifth dimension was found in a study among

students in 23 countries around the world, using a questionnaire designed by Chinese scholars It can be said to deal

with Virtue regardless of Truth. Values associated with Long Term Orientation are thrift and perseverance; values

associated with Short Term Orientation are respect for tradition, fulfilling social obligations, and protecting one's

'face'. Both the positively and the negatively rated values of this dimension are found in the teachings of Confucius, the most influential Chinese philosopher who lived around 500 B.C.; however, the dimension also applies to

countries without a Confucian heritage.




Geert Hofstede™ Cultural Dimensions

PDI Power Distance Index

IDV Individualism

MAS Masculinity

UAI Uncertainty Avoidance Index

LTO Long-Term Orientation

Click on the Country's name for more details

PDI IDV MAS UAI LTO

Country

Arab World ** 80 38 52 68

Argentina 49 46 56 86

Australia 36 90 61 51 31

Austria 11 55 79 70

Austria 11 55 79 70

Bangladesh * 80 20 55 60 40

Belgium 65 75 54 94

Brazil 69 38 49 76 65

Bulgaria * 70 30 40 85

Canada 39 80 52 48 23

Chile 63 23 28 86

China * 80 20 66 30 118

Colombia 67 13 64 80

Costa Rica 35 15 21 86

Czech Republic * 57 58 57 74 13

Denmark 18 74 16 23

East Africa ** 64 27 41 52 25

Ecuador 78 8 63 67

El Salvador 66 19 40 94

Estonia * 40 60 30 60

Finland 33 63 26 59

France 68 71 43 86

Germany 35 67 66 65 31

Greece 60 35 57 112

Guatemala 95 6 37 101

Hong Kong 68 25 57 29 96

Hungary * 46 80 88 82 50

India 77 48 56 40 61

Indonesia 78 14 46 48

Iran 58 41 43 59

Ireland 28 70 68 35

Israel 13 54 47 81

Italy 50 76 70 75

Jamaica 45 39 68 13

Japan 54 46 95 92 80

http://www.geert-hofstede.com/hofstede_arab_world.shtml

http://www.geert-hofstede.com/hofstede_argentina.shtml

http://www.geert-hofstede.com/hofstede_australia.shtml

http://www.geert-hofstede.com/hofstede_austria.shtml

http://www.geert-hofstede.com/hofstede_austria.shtml

http://www.geert-hofstede.com/hofstede_belgium.shtml

http://www.geert-hofstede.com/hofstede_brazil.shtml

http://www.geert-hofstede.com/hofstede_canada.shtml

http://www.geert-hofstede.com/hofstede_chile.shtml

http://www.geert-hofstede.com/hofstede_colombia.shtml

http://www.geert-hofstede.com/hofstede_costa_rica.shtml

http://www.geert-hofstede.com/hofstede_denmark.shtml

http://www.geert-hofstede.com/hofstede_east_africa.shtml

http://www.geert-hofstede.com/hofstede_ecuador.shtml

http://www.geert-hofstede.com/hofstede_el%20salvador.shtml

http://www.geert-hofstede.com/hofstede_finland.shtml

http://www.geert-hofstede.com/hofstede_france.shtml

http://www.geert-hofstede.com/hofstede_germany.shtml

http://www.geert-hofstede.com/hofstede_greece.shtml

http://www.geert-hofstede.com/hofstede_guatemala.shtml

http://www.geert-hofstede.com/hofstede_hong_kong.shtml

http://www.geert-hofstede.com/hofstede_india.shtml

http://www.geert-hofstede.com/hofstede_indonesia.shtml

http://www.geert-hofstede.com/hofstede_iran.shtml

http://www.geert-hofstede.com/hofstede_ireland.shtml

http://www.geert-hofstede.com/hofstede_israel.shtml

http://www.geert-hofstede.com/hofstede_italy.shtml

http://www.geert-hofstede.com/hofstede_jamaica.shtml

http://www.geert-hofstede.com/hofstede_japan.shtml



Country PDI IDV MAS UAI LTO

Malta * 56 59 47 96

Mexico 81 30 69 82

Morocco * 70 46 53 68

Netherlands 38 80 14 53 44

New Zealand 22 79 58 49 30

Norway 31 69 8 50 20

Pakistan 55 14 50 70 0

Panama 95 11 44 86

Peru 64 16 42 87

Philippines 94 32 64 44 19

Poland * 68 60 64 93 32

Portugal 63 27 31 104

Romania * 90 30 42 90

Russia * 93 39 36 95

Singapore 74 20 48 8 48

Slovakia * 104 52 110 51 38

South Africa 49 65 63 49

South Korea 60 18 39 85 75

Spain 57 51 42 86

Surinam * 85 47 37 92

Sweden 31 71 5 29 33

Switzerland 34 68 70 58

Taiwan 58 17 45 69 87

Thailand 64 20 34 64 56

Trinidad * 47 16 58 55

Turkey 66 37 45 85

United Kingdom 35 89 66 35 25

United States 40 91 62 46 29

Uruguay 61 36 38 100

Venezuela 81 12 73 76

Vietnam * 70 20 40 30 80

West Africa 77 20 46 54 16

* Estimated values ** Regional estimated values: ‘Arab

World’ = Egypt, Iraq, Kuwait, Lebanon,

Libya, Saudi Arabia, United Arab

Emirates ‘East

Africa’ = Ethiopia, Kenya, Tanzania,

Zambia ‘West

Africa’ = Ghana, Nigeria, Sierra Leone


http://www.geert-hofstede.com/hofstede_mexico.shtml

http://www.geert-hofstede.com/hofstede_netherlands.shtml

http://www.geert-hofstede.com/hofstede_new_zealand.shtml

http://www.geert-hofstede.com/hofstede_norway.shtml

http://www.geert-hofstede.com/hofstede_pakistan.shtml

http://www.geert-hofstede.com/hofstede_panama.shtml

http://www.geert-hofstede.com/hofstede_peru.shtml

http://www.geert-hofstede.com/hofstede_philippines.shtml

http://www.geert-hofstede.com/hofstede_portugal.shtml

http://www.geert-hofstede.com/hofstede_singapore.shtml

http://www.geert-hofstede.com/hofstede_south_africa.shtml

http://www.geert-hofstede.com/hofstede_south_korea.shtml

http://www.geert-hofstede.com/hofstede_spain.shtml

http://www.geert-hofstede.com/hofstede_sweden.shtml

http://www.geert-hofstede.com/hofstede_switzerland.shtml

http://www.geert-hofstede.com/hofstede_taiwan.shtml

http://www.geert-hofstede.com/hofstede_thailand.shtml

http://www.geert-hofstede.com/hofstede_turkey.shtml

http://www.geert-hofstede.com/hofstede_united_kingdom.shtml

http://www.geert-hofstede.com/hofstede_united_states.shtml

http://www.geert-hofstede.com/hofstede_uruguay.shtml

http://www.geert-hofstede.com/hofstede_venezuela.shtml

http://www.geert-hofstede.com/hofstede_west_africa.shtml



Paper #2 So, What’s New - Group Papers Discussion: Each group will discuss their papers among themselves capturing the pertinent details in the form below. Each

group will pick the most “interesting” issue from the individual papers in their group; and then outline the issue

briefly; and then have a short panel discussion on the issue for the rest of the class.

Group Exercise: (brief summary of all the papers discussed in the group)

Each Team

Member’s

Name

topic/ issue

covered in

article

Company reported

on

Impact on the

company

Impact on people

(applicants /

employees)

Group Discussion: 1. Break into your Groups

2. Each person review their paper with the rest of their group.

3. The group will select the most interesting paper.

4. The group will present (the author may not present) the summary of

the paper:

a. What specific issue is being covered in the article?

b. What is the source of the article (citation)?

c. What are the key facts in the article?

d. What makes this particular item interesting enough for it to be written about?

e. Given what we have covered so far in the course, how does the article fit into

the course?

f. Group members: Express their individual opinion of the article

5. The group, as a whole, including the author will discuss why they

selected it as the most interesting paper.



– Paper #3 - Group Papers Discussion: Each group will discuss their papers among themselves capturing the pertinent details in the form below. Each

group will pick the most “interesting” issue from the individual papers in their group; and then outline the issue

briefly; and then have a short panel discussion on the issue for the rest of the class.

Group Exercise: (brief summary of all the papers discussed in the group)

Each Team

Member’s

Name

topic/ issue

covered in

article

Company reported

on

Impact on the

company

Impact on people

(applicants /

employees)

Group Discussion: 1. Break into your Groups

2. Each person review their paper with the rest of their group.

3. The group will select the most interesting paper.

4. The group will present (the author may not present) the summary of

the paper:

a. What specific issue is being covered in the article?

b. What is the source of the article (citation)?

c. What are the key facts in the article?

d. What makes this particular item interesting enough for it to be written about?

e. Given what we have covered so far in the course, how does the article fit into

the course?

f. Group members: Express their individual opinion of the article

5. The group, as a whole, including the author will discuss why they

selected it as the most interesting paper.



International Management - - Group

Exercise:

The EXPATRIATE

• You are an American Executive in the computer

industry.

• You currently manage a manufacturing division for the

company in Santa Clara, California, USA. The division

has 1000 employees.

• You have been offered the opportunity to manage the

company’s manufacturing division in Tokyo, Japan.

That division also has 1000 employees.

• This is a career development opportunity that you want.

It will enhance your experience and future career

growth.

• The company expatriate policy is to select people for

foreign assignments that understand the people

managing differences required for success; and to

financially, and in lifestyle keep them whole while

maintaining competitive compensation and lifestyle.

• You must describe the key cultural differences between

the United States and Japan.

• List how each cultural difference will require a different

treatment of employees (U.S. versus Japan)

• Then, you must tell the company how much you will

cost / be paid.



•



What are the key cultural differences in

Japan?

Cultural Factor:

The United States: Japan:

RELIGION

Education

Economics

Politics

Family

Class Structure

Languages

History

Natural




How will you have to manage differently because of

those differences? List at least 5 things / behaviors that will be different in Tokyo that you will have to do to be

successful.

1. .

2. .

3. .

4. .

5. .

6. .

7. .

8. .

9. .



COMPENSATION

The company has asked how you should be

compensated in order to make sure you are kept

“whole” and that your compensation is

competitive.

You must present a rationale and specific

amounts and items that you believe you should

receive

You may use New York cost numbers if you need to.

The powerpoint slides with much of the country camparison data can be

found at:

http://www.boyd-home.com/stonehill1/bus465/materials/expatriat-job-

group-exercise.ppt

Country data is also available at:

https://www.cia.gov/library/publications/the-world-factbook/geos/ja.html

An EXCEL spreadsheet version of the following chart can be found at:

http://www.boyd-home.com/stonehill1/bus465/materials/expatriat-job-group-exercise-comp.xls

http://www.boyd-home.com/stonehill1/bus465/materials/expatriat-job-group-exercise.ppt

http://www.boyd-home.com/stonehill1/bus465/materials/expatriat-job-group-exercise.ppt

https://www.cia.gov/library/publications/the-world-factbook/geos/ja.html

http://www.boyd-home.com/stonehill1/bus465/materials/expatriat-job-group-exercise-comp.xls



INTERNATIONAL MANAGEMENT -- GROUP EXERCISE. TOTAL COMPENSATION FOR EXPATRIATE EMPLOYEE in Japan: $0

Total Compensation for employee if based in the U.S. : $226,000

U.S Japan

Japan

Direct payments $226,000 $0

Support for Adjustment at

Foreign Assignment $0

Base Salary (annual - in U.S.) $152,000 Home Leave (every 4-8 weeks)

Annual Bonus (in U.S) $31,000 Personal Security

Incentive pay / Stock / etc. $22,000 Car / Driver

Pension plans $15,000 Domestic Help

Vacation (4 weeks) $0 Spouse Employment

Personal time off $0 Child care Provider

Recreation/health $0 Language / translation services

Housing $0 Cultural training

Transportation $0 Repatriation assistance

Health care $6,000 Social Club fees

Tax Reduction / equalization $0 Imported food and other goods

Home Furnishing Allowance $0

Education Allowance $0

Hardship Premium $0

Goods and services Differential $0

Temporary Living Allowance $0

Assignment completion bonus $0

Extension Bonus $0

Help Renting U.S. Home $0

Department of Business Administration Fall Semester, 2020 ...boyd-home.com/stonehill1/bus465/BUS465...

Documents

Transcript of Department of Business Administration Fall Semester, 2020 ...boyd-home.com/stonehill1/bus465/BUS465...