SYLLABUS

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SYLLABUS —Fall 2021

Managing the Workforce: International Perspectives

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SEM 417 – A1: Managing the Workforce: International Perspectives (Lecture)

Course Dates: Monday September 13, 2021 – Monday December 6, 2021 Course Times: Monday 9:00 am – 11:50 pm

Location/Format: In-Class: BUS B-09 / Online: if necessary

Course instructor(s) and contact

information: Dr Kent Rondeau, PhD Associate Professor Alberta School of Business

Department of Strategy, Entrepreneurship and Management 4-21B Business Building

Telephone: 780-248-5781 [email protected]

Program office

information: Karen Lund ([email protected])

Date of last syllabus

revision: July 2021

No part of this course syllabus can be reproduced or cited without the permission of the instructor or the Alberta School of Business.

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ABOUT THE COURSE

Program Learning Goals

Graduates of the Alberta School of Business are valued in the workplace and the community due to their exceptional and demanding training in all areas of Business, including the basics of Accounting, Finance, Marketing and Management. But beyond that, they are valued for the skills they have acquired through a variety of core and elective coursework that promotes the Learning Goals of the BCom program. Students are challenged throughout their time in the program to develop skills beyond those required for specific coursework and to use those skills to grow into fully developed professionals.

Business Concepts and Theories: Students will be able to understand and apply concepts and theories from the main functional areas in business and use analytical and quantitative tools to identify, evaluate and solve business problems.

Entrepreneurial Thinking: Students will develop their ability to think entrepreneurially in order to identify new opportunities and develop innovative solutions.

Ethical Awareness: Students will incorporate ethical and social principles in making business decisions. Students will recognize common ethical dilemmas, understand the applicable ethical codes, and will be aware of the tools to reduce unethical behavior.

Business Communication: Students will communicate effectively both orally and in writing.

Students will be able to deliver a clear, well-organized oral presentation on a business topic and create a well-written business document.

Teamwork: Students will be able to work effectively in diverse teams in order to achieve organizational goals.

Course Description

The global business environment in recent years has been characterized by substantial and often unforeseen change. By some accounts, the degree of uncertainty and volatility in global and economic affairs such as political conflicts and economic disruptions have increased in intensity and duration. Exacerbating these pressures, longstanding concerns about the uneven impact of globalization on jobs, wages, working conditions, and incomes have surfaced, as have broader questions about the costs of economic globalization in both developed and developing countries and their citizens. Some of these developments have challenged longstanding beliefs about the power and benefits of globalization and economic integration, but they also

underscore the interconnected nature of global economies. Although countries and regions around the world are closely linked, important differences in institutional and cultural

environments persist, and some of these differences have become more pronounced in recent years. The challenge for international business entities is to fully understand and respond to the factors and forces that operate in each international marketplace so as to function more effectively in an ethical, legal, and appropriate manner.

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Course Objectives and Topics

The objective of this course is to introduce the student to the principles and practices of global business and international human resource management. SEM 417 has been designed to provide both an awareness of the context of global and international business and the need to

‘fit’ or ‘align’ management and human resource management practices to national and regional environments. Topics to be covered in this course will include: the world of international

management, globalization and internationalization; the international legal and regulatory environment; ethics, social responsibility, and sustainability in the global context; the meaning and dimensions of national culture; managing across national cultures; organizational cultures and diversity; cross cultural communication and negotiation; motivation and leadership across cultures; international employee and labour relations; and human resource management and development across cultures.

Course Materials

A. The required textbook for this course is:

• Luthans, F., & Doh, J.P. (2021). International Management. Culture, Strategy and Behaviour. 11^th Edition, New York: Mc-Graw Hill.

The textbook is available for purchase in the bookstore or acquired as an e-book.

B. The required cases for this course are:

Practice Case: Olly Racela in Bankok

A recent MBA graduate describes the joys and frustrations of an expatriate life - both at

personal and professional levels - as experienced by a young, single woman. She has been living in Bangkok for three years and is slowly adjusting to the local way of life when she receives a job offer that will relocate her back to her home in Hawaii. Reaching a decision, however, is not easy given career-related uncertainties in both countries as well as the array of conflicting emotions that confront her. She must decide how to sort through these issues. Should she remain in Bangkok or return home? Her decision is complicated by the fact that she had not entertained the idea of returning to the United States.

Case A: Sophia Tannis: The European Transfer

A multinational company’s first senior female leader is assigned to the European headquarters.

The assignment is a professional coup, and she is primed to meet the challenge. However, her new colleagues’ predominant view is that she is a non-European woman who represents the corporate head office. She has the opportunity to fly high or fail.

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Case B: Juhi Warrier: Driving the Diversity Agenda at Revital Pharma

Juhi Warrier was a successful human resources (HR) professional with almost two decades of work experience across various industries. She had recently joined the Indian unit of Revital Pharma Inc. (Revital), a leading healthcare manufacturer based in the United States. Heading talent acquisition (TA), Warrier was hired to bring in a fresh perspective and drive change. As only the third female among the 200 leaders in senior management roles, gender diversity was among the top goals on her agenda. However, she was in for a shock, as not only did her ideas for revamping the TA process find no takers but she also had a hard time gaining acceptance as a woman who was a senior leader on the team. The case describes the challenges faced by Warrier in championing the diversity agenda at Revital, while navigating the personal battles of gaining acceptance as a leader. Various incidents described in the case reveal the gaps in the system and the ingrained biases in the company culture. As Warrier works through the system, she is often forced to compromise on her diversity goals. Warrier now faces the dilemma of whether she should re-evaluate her goals or keep striving for equal opportunities in the TA process. What can Warrier do to succeed as a leader and build an inclusive workplace?

The Coursepack Casebook is available for purchase and download at: www.iveypublishing.ca.

Students will be provided with instructions on how the Coursepack casebook can be accessed.

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COURSE SCHEDULE

Key Course Dates

All assignments are due at the beginning of class on the day they have been assigned and should be submitted electronically to the course instructor.

Key Dates

Practice Case September 27, 2021

Case A October 4, 2021 Case B October 18, 2021

Student Presentations November 1, 15, 22, 29, 2021 December 6, 2021

Four Essays November 29, 2021 (pickup) December 8, 2021 (submit) Discussion Board As posted (5 responses)

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MODULE OVERVIEWS

Module One: The International Business Environment -- The Role of Societal and Organizational Culture

Monday May 3, 2021

Class 1 – September 13: Introduction to the Course Key Terms

• Command economy, economic systems, European Union (EU), globalization, Group of Seven (G7), market economy, mixed economy, North America Free Trade Agreement (NAFTA/USMCA),offshoring, outsourcing

Learning Outcomes

After completing this class, students can

• Assess the implications of globalization for countries, industries, firms and companies.

• Discuss the major trends in global and regional integration.

• Examine the changing balance of global economic power and trade and investment flows among countries.

• Analyze the major economic systems and recent developments among countries that reflect those systems.

Activities

Students will participate in the following in-class activities:

• Course Overview / Instructor and Student Introductions

• Student Ice Breaker Exercise: Class Bingo (Handout)

Required Readings:

• Textbook – Chapter 1: Globalization and International Linkages (pp. 2-45)

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Class 2 – September 20: International Business Environment:

Ethics and Social Responsibility Key Terms

• Collectivism, corporate social responsibility (CSR), corruption, e-business, human rights, individualism, labour practices, multinational corporations (MNCs), non- government organizations (NGOs), political systems, principles of international law, privatization, sustainability, triple-bottom line

Learning Outcomes

After completing this class, students can:

• Explain the basic political systems that characterize regions and countries around the world and offer brief examples of each and their implications for international human resource management.

• Present an overview of the legal and regulatory environment in which MNCs operate worldwide and highlight differences in the approach to legal and regulatory issues in different jurisdictions.

• Describe the ethical dimensions in international management and some of the major ethical issues and problems confronting MNCs.

• Discuss some of the pressures on and actions being taken by selected industrialized countries and companies to be more socially and environmentally responsive to world problems.

Activities

• Class exercise mini-case: “The Carpenter Family” (handout)

Required Readings

• Textbook – Chapter 2: The Political, Legal and Technological Environment (pp. 46-75)

• Textbook – Chapter 3: Ethics, Social Responsibility and Sustainability (pp. 76-122)

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Class 3 – September 27: The Meaning of National Culture Key Terms

• Collectivism, cultural dimensions, cultural values, GLOBE study, individualism, national culture, power distance, uncertainty avoidance

Learning Outcomes

• Define the term culture and discussed some of the comparative ways of differentiating cultures.

• Describe the concept of cultural values and relate some of the international differences, similarities, and changes occurring in terms of both work and managerial values.

• Identify the major dimensions of culture relevant to work settings and discussed their effects on human behaviour in an international environment.

• Explain the value of country cluster analysis and relational orientations in developing effective international management practices.

Activities

• Practice Case: Olly Racela in Bankok (Casepack)

Required Readings

• Textbook – Chapter 4: The Meanings and Dimensions of Culture (pp. 124-153)

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Class 4 – October 4: Managing Across National Cultures Key Terms

• Ethnocentric predisposition, geocentric predisposition, globalization imperative, guanxi, paraochialism, polycentric predisposition, regiocentric predisposition, simplification

Learning Outcomes

• Explain the strategic dispositions that characterize response to different cultures.

• Discuss cross-cultural differences and similarities.

• Describe some cultural differences in select countries and regions and note some of the important strategic guidelines for doing business in each country.

Activities

Students will participate in the following in-class activity:

• Case A: Sophia Tannis: The European Transfer (Casepack)

Required Readings

• Textbook – Chapter 5: The Managing Across Cultures (pp. 154-177)

October 11: Thanksgiving (No class)

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Class 5 – October 18: Organization Culture and Diversity Key Terms

• Bicultural group, Eiffel tower culture, family culture, groupthink, guided missile culture, homogeneous group, incubator culture, multicultural group, oculesics, organizational culture, token culture

Learning Outcomes

• Define what is meant by organization culture and discuss the interaction of national and MNC cultures.

• Provide an overview of the nature and degree of multi-culturalism and diversity in today’s MNCs.

• Discuss the common guidelines and principles that are used in building multi-cultural effectiveness at the team and organizational levels.

Activities

• Case B: Juhi Warrier: Driving the Diversity Agenda at Revital Pharma (Casepack)

Required Readings

• Textbook – Chapter 6: Organizational Cultures and Diversity (pp. 178-203)

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Class 6 – October 25, 2021 Cross-Cultural Communication and Negotiation

Key Terms

• Chromatics, chronemics, distributive negotiations, haptics, integrative negotiation, kinesics, monochronic time schedule, oculesics, proxemics, polychronic time schedule, public distance

Learning Outcomes

• Analyze the common downward and upward communication flows used in international communication.

• Develop approaches to international negotiations that respond to differences in culture.

• Review the different negotiating and bargaining behaviours that may improve negotiations and outcomes.

• Explain the steps that can be taken to overcome international communication problems.

Activities

• Case for discussion: “Living and working in Bahrain” (Handout)

Required Readings

• Textbook – Chapter 7: Cross-Cultural Communication and Negotiation (pp. 204-249)

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Module Two: International Strategic Management -- Managing People across Distance and Culture

Class 7 – November 1: Strategy Formulation and Implementation in MNCs Key Terms

• Base of the pyramid strategy (BOP), born-global firms, economic imperative, global strategy, multi-domestic strategy, political imperative, quality imperative,

transnational strategy

Learning Outcomes

• Explain the meaning, needs, benefits, and approaches of the strategic planning process for MNCs.

• Discuss the tension between the pressures for global integration and national responsiveness and the four basic options for international strategies.

• Describe how a MNC implements the strategic plan, such as how it chooses a site for overseas operation.

• Review the specialized strategies appropriate for emerging markets and international new ventures.

Activities

• Student Group Presentations: Group A, Group B

Required Readings

• Textbook – Chapter 8: Strategy Formulation and Implementation (pp. 286-321)

November 8: Remembrance Day (No class)

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Class 8 – November 15: Management Decisions and Control Key Terms

• Assessment center, codetermination, empowerment, honne, kaizen, ringisei, tatemae, total quality control

Learning Outcomes

• List comparative examples of decision making in different countries.

• Explain the role of major factors affecting the degree of decision-making authority given to overseas units.

• Describe some of the major differences in the ways that MNCs control operations.

• Discuss some of the specific performance measures that are used to control international operations.

Activities

• Student Group Presentations: Group C, Group D

Required Readings

• Textbook – Chapter 11: Management Decision and Control (pp. 380-406)

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Class 9 – November 22: Motivation Across Cultures Key Terms

• Achievement motivation theory, content theories of motivation, equity theory, expectancy theory, goal-setting theory, job design, karoshi, process theories of motivation, self-actualization, two-factor theory of motivation, work centrality

Learning Outcomes

• Define motivation and explain is as a psychological process.

• Examine the hierarchy of needs, two-factor, and achievement motivation theories and assess their value to international human resource management.

• Discuss how an understanding of employee satisfaction can be useful in human resource management throughout the world.

• Understand the importance of job design, work centrality, and rewards in motivating employees in an international context.

Activities

• Student Group Presentations: Group E, Group F

Required Readings

• Textbook – Chapter 12: Motivation Across Cultures (pp. 428-463)

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Class 10 – November 29: Leadership Across Cultures Key Terms

• Authoritarian leadership, charismatic leaders, participative leadership, Theory X manager, Theory Y manager, Theory Z leader, transactional leaders,

transformational leaders

Learning Outcomes

• Describe the basic philosophic foundation and styles of managerial leadership.

• Examine the attitude of European managers toward leadership practices.

• Review some recent research and findings regarding leadership across cultures.

• Discuss the relationship of culture clusters and leader behaviour on effective leadership practices, including increasing calls for more responsible global leadership.

Activities

• Student Group Presentations: Group G, Group H

Required Readings

• Textbook – Chapter 13: Leadership Across Cultures (pp. 464-503)

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Class 11 – December 6, 2021: Human Resource Selection and Development Across Cultures Key Terms

• Adaptability screening, balance-sheet approach, ethnocentrism, expatriates, home- country nationals, host-country nationals, polycentric MNC, regiocentric MNC, repatriation agreements, third-country nationals (TCNs), transition strategies

Learning Outcomes

• Identify the three basic sources that MNCs can tap when filling management vacancies in overseas operations in addition to options of subcontracting and outsourcing.

• Discuss the reasons people return from overseas assignments and some of the strategies used to ensure a smooth transition back into the home-market operation.

• Describe the employee training process, the most common reasons for training, and the types of training that often are provided.

• Explain how cultural assimilators work and why they are so highly regarded.

Activities

• Student Group Presentations: Group I, Group J

Required Readings

• Textbook – Chapter 14: Human Resource Selection and Development across Cultures (pp. 504-550)

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COURSE ASSESSMENT & GRADEDCTIVITIES

Assessments Overview and Weighting

Assessment Weighting

Case Analysis 30 %

Group Presentation 15 %

Four Essays (take home) 40 %

Class Attendance/Discussion Board Posting 15 %

TOTAL 100 %

Assessment Details and Evaluation Criteria

Case Analysis

Each student is expected to analyze and submit one case from the two major cases that are examined in class. The choice of which case to submit is left up to the discretion of the student.

Regardless of which case is chosen for submission, the student should have thoroughly read the case that has been assigned for that day and be ready to discuss its contents in an open forum.

The format for the written case must follow the framework as provided by the instructor. The written case should generally not exceed 2500 words (approximately 10 pages excluding cover pages and supporting materials) in length and must be submitted at the beginning of class on the due date. Late cases will not be graded.

The Casebook is available on e-class.

Evaluation Criteria: Students will be provided with information on required case format and the grading rubric for undertaking a case analysis. (Available on e-class)

Group Presentation

Working in groups of three or four students, student teams will research, design, and deliver a group presentation that fully describes the unique characteristics of the business and human resource management environment that exists for Canadian multinational companies (MNCs) operating in a foreign country. The foreign countries examined this term are: Brazil, China, Germany, India, Indonesia, Japan, Mexico, Nigeria, Russia, and Saudi Arabia.

Evaluation Criteria: Students will be provided with more information on this activity and the grading rubric that will be used. (Available on e-class)

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Four Essays

From a list of six questions, students are required to choose four (4) and compose

thoughtful essays using evidence gleaned in the course readings, lectures, and external sources.

The purpose of this activity is to provide an opportunity for students to demonstrate leaning in the course while synthesizing best practices in managing human resources in an international business context. The list of questions will be provided by the instructor and students will have ten days to compose their responses and submit. Each response essay must not exceed 1,000 words in length.

Evaluation Criteria: Students will be provided with more information on this assignment and the grading rubric that will be used. (Available on e-class)

Class Participation and the Discussion Board

To promote student learning and engagement, class participation and attendance will be assessed. Class attendance will be taken on a regular basis. Students who cannot attend classes should not register for this course. The discussion board has been designed to engage students with the material covered, with the intent to promote a dialogue and shared

understanding. Each student is expected to select one of the two questions posted each week on e-class and compose and post an informed response. Students may also choose to respond to a posting provided by another student. Responses should be thoughtful, supported by evidence gleaned from lectures and readings, and at least 150 words in length. Students who do not provide thoughtful, reasoned, and ‘evidence-based’ responses will not receive credit.

Evaluation Criteria: Students who attend all classes and provide discussion postings each week that are thoughtful, cogent, evidence-based with appropriate citations, and at least 150 words in length will receive full credit for this requirement.

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Understanding Your Grades

The following grading scheme will be employed for undergraduate students:

Percentage Range Grade Awarded

95 – 100 A+

90 – 94.5 A

85 – 89.5 A-

80 – 84.5 B+

75 – 79.5 B

70 – 74.5 B-

65 – 69.5 C+

60 – 64.5 C

50 – 59.5 D

Less than 50 Failure

Please be aware, that this grading scheme is an approximation only. The final grade achieved in the course may be adjusted by the instructor.

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UNIVERSITY & ALBERTA SCHOOL OF BUSINESS STUDENT POLICY STATEMENTS

Course Outline Policies

Policy about course outlines can be found at the following link:

Academic Regulations - University of Alberta - Acalog ACMS™ (ualberta.ca)

Academic Integrity

The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in

suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.

Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

Accommodating Disabilities

If you have a disability or condition that may require some modifications, please contact the Specialized Support and Disabilities Service (2-800 Students’ Union Building; PH: (780) 492- 3381; TTY: (780) 248-1665 and obtain a determination as to what accommodations should be made. The SSDS office will then provide you with a “letter of introduction” that you should bring to the Office of the Dean of the Faculty of Extension which will ensure that all appropriate arrangements are made for you.

Withdrawal, Refunds, and Transfer Information

If you wish to drop or withdraw from this course, you must do so by the official drop or

withdrawal deadline. Non-attendance does not constitute notice of withdrawal from a course.

In graded courses, please note that a failing grade can be assigned to any student who has not officially withdrawn from the course.

"Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).”