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MGMT6
Chapter 8: Global Management
Pedagogy Map
This chapter begins with the learning outcome summaries and terms covered in the chapter, followed by a
set of lesson plans for you to use to deliver the content in Chapter 8.
• Lesson Plan for Lecture (for large sections)

• Lesson Plan for Group Work (for smaller classes)
• Assignments with Teaching Tips and Solutions
 What Would You Do? Case Assignment––Groupon

 Self-Assessment––Are You Nation-Minded or World-Minded?
 Management Decision––Cultural Backlash in India
 Management Team Decision––A Different Way to Go Global
 Practice Being a Manager––Hometown Culture
 Develop Your Career Potential––Building Cultural Bridges inside American Business
 Reel to Real Video Assignment: Management Workplace––Holden Outerwear
 Review Questions
 Additional Activities and Assignments
Highlighted Assignments Key Points

What Would You Do? Case Groupon has grown rapidly, but there are few barriers to
Assignment entry to its market, and it faces stiff competition as it expands
to global markets.
Self-Assessment Students evaluate their level of world-mindedness and are
given a quick plan for increasing their level of this trait.
Management Decision Students are asked to deliberate on how a company should
deal with cultural backlash as it expands to global markets.
Management Team Decision Can social entrepreneurship work in the fast-food industry?
Practice Being a Manager Students consider the cultural variety in their hometown.
Develop Your Career Potential The cultural issues presented in the chapter are reframed in
the context of the United States alone.
Reel to Real Video Assignment: Holden is a US-based company but has manufacturing
Management Workplace facilities in China. For any company that sources materials
and labor overseas, shipping is a vital concern.
Supplemental Resources Where to Find Them

Course Pre-Assessment IRCD
Course Post-Assessment IRCD
PowerPoint slides with lecture notes IRCD and online
Who Wants to Be a Manager game IRCD and online
Test Bank IRCD and online
Chapter 8: Global Management 179

What Would You Do? Quiz Online
Learning Objectives
8.1 Discuss the impact of global business and the trade rules and agreements that govern it.
Today, there are 79,000 multinational corporations worldwide; just 3.1 percent are based in the United
States. Global business affects the United States in two ways: through direct foreign investment in the
United States by foreign companies, and through U.S. companies’ investment in businesses in other
countries. U.S. direct foreign investment throughout the world amounts to more than $2.8 trillion per
year, whereas direct foreign investment by foreign companies in the United States amounts to more than
$2.1 trillion per year. Historically, tariffs and nontariff trade barriers such as quotas, voluntary export
restraints, government import standards, government subsidies, and customs classifications have made
buying foreign goods much harder or more expensive than buying domestically produced products. In
recent years, however, worldwide trade agreements such as GATT and the WTO, along with regional
trading agreements like the Maastricht Treaty of Europe, NAFTA, CAFTA-DR, UNASUR, ASEAN, and
APEC have substantially reduced tariff and nontariff barriers to international trade. Companies have
responded by investing in growing markets in Asia, Eastern Europe, and Latin America. Consumers have
responded by purchasing products based on value rather than geography.
8.2 Explain why companies choose to standardize or adapt their business procedures.
Global business requires a balance between global consistency and local adaptation. Global consistency
means using the same rules, guidelines, policies, and procedures in each location. Managers at company
headquarters like global consistency because it simplifies decisions. Local adaptation means adapting
standard procedures to differences in markets. Local managers prefer a policy of local adaptation because
it gives them more control. Not all businesses need the same combination of global consistency and local
adaptation. Some thrive by emphasizing global consistency and ignoring local adaptation. Others succeed
by ignoring global consistency and emphasizing local adaptation.
8.3 Explain the different ways that companies can organize to do business globally.
The phase model of globalization says that, as companies move from a domestic to a global orientation,
they use these organizational forms in sequence: exporting, cooperative contracts (licensing and
franchising), strategic alliances, and wholly owned affiliates. Yet not all companies follow the phase
model. For example, global new ventures are global from their inception.
8.4 Explain how to find a favorable business climate.
The first step in deciding where to take your company global is finding an attractive business climate. Be
sure to look for a growing market where consumers have strong purchasing power and foreign
competitors are weak. When locating an office or manufacturing facility, consider both qualitative and
quantitative factors. In assessing political risk, be sure to examine political uncertainty and policy
uncertainty. If the location you choose has considerable political risk, you can avoid it, try to control the
risk, or use a cooperation strategy.
8.5 Discuss the importance of identifying and adapting to cultural differences.
National culture is the set of shared values and beliefs that affects the perceptions, decisions, and behavior
of the people from a particular country. The first step in dealing with culture is to recognize meaningful
differences such as power distance, individualism, masculinity, uncertainty avoidance, and short-

term/long-term orientation. Cultural differences should be carefully interpreted because they are based on
generalizations rather than specific individuals. Adapting managerial practices to cultural differences is
difficult because policies and practices can be perceived differently in different cultures.
8.6 Explain how to successfully prepare workers for international assignments.
Many expatriates return prematurely from international assignments because of poor performance. This is
much less likely to happen if employees receive linguistic and cross-cultural training, such as
documentary training, cultural simulations, or field experiences, before going on assignment. Adjustment
of expatriates’ spouses and families, which is the most important determinant of success in international
assignments, can be improved through adaptability screening and language and cross-cultural training.
Terms
Asia-Pacific Economic Cooperation (APEC) Multinational corporation
Association of Southeast Asian Nations National culture
(ASEAN) Nontariff barriers
Central America Free Trade Agreement North American Free Trade Agreement
(CAFTA-DR) (NAFTA)
Cooperative contract Policy uncertainty
Customs classification Political uncertainty
Direct foreign investment Protectionism
Expatriate Purchasing power
Exporting Quota
Franchise Regional trading zones
General Agreement on Tariffs and Trade Strategic alliance
(GATT) Subsidies
Global business Tariff
Global consistency Trade barriers
Global new ventures Union of South American Nations
Government import standard (UNASUR)
Joint venture Voluntary export restraints
Licensing Wholly owned affiliates
Local adaptation World Trade Organization (WTO)
Maastricht Treaty of Europe
Lesson Plan for Lecture (for large sections)
Pre-Class Prep for You: Pre-Class Prep for Your Students:

• Review the chapter and determine what points to • Bring the book.
cover.
• Bring PPT slides.
Warm Up Begin Chapter 8 by asking your students the following series of questions:
• “Without looking, which of you knows (or is confident that you know) where
your backpack was made? Where?” [Students can shout out answers.]
• “Ok, who thinks they know where their backpack was made? Where?” [Students
can shout out answers.]
• “Who cares where their backpack was made?” [For students who raise their hand

to the last question, push them to answer why.]
• Segue into the lecture on global business.
Content Lecture slides: Make note of where you stop so you can pick up at the next class
Delivery meeting. Slides have teaching notes on them to help you as you lecture.
Topics PowerPoint Slides Activities

8.1 Global Business, 1: Global Management
Trade Rules, and 2: Learning Outcomes
Trade Agreements 3: The Impact of
8.1a The Impact of Global Business
Global Business 4: Trade Barriers
8.1b Trade Barriers 5: Trade Agreements
8.1c Trade Agreements 6: World Trade
8.1d Consumers, Trade Organization
Barriers, and Trade 7: Regional Trading
Agreements Zones
8: Consumers, Trade
Barriers, and Trade
Agreements
8.2 Consistency or 9: Consistency or An issue around which to

Adaptation? Adaptation spark discussion is the
choice between adaptation
and consistency.
8.3 Forms for Global 10: Forms for Global
Business Business
8.3a Exporting 11: Exporting
8.3b Cooperative 12: Cooperative
Contracts Contracts
8.3c Strategic Alliances 13: Cooperative
8.3d Wholly Owned Contracts
Affiliates (Build or Buy) 14: Strategic Alliances
8.3e Global New 15: Wholly Owned
Ventures Affiliates
16: Global New
Ventures
8.4 Finding the Best 17: Growing Markets If you have an electronic
Business Climate 18: How Consumption classroom, consider doing
8.4a Growing Markets of Coca-Cola Varies a free geography game
8.4b Choosing an Office with Purchasing Power offered by Sheppard’s
or Manufacturing around the World software at
Location 19: Choosing a Sheppardssoftware.com
8.4c Minimizing Location Have students shout out
Political Risk 20: World’s Best answers that you enter into
Cities for Business the map. Games have time
21: Minimizing limits of a couple of
Political Risk minutes. You’ll get a
22: Strategies for collective score for your
Dealing with Political class.
Risk
23: Overview of
Political Risk in the
Middle East
8.5 Becoming Aware of 24: Becoming Aware

Cultural Differences of Cultural Differences
25: Hofstede’s Five
Cultural Dimensions
8.6 Preparing for an 26: Language and

International Cross-Cultural
Assignment Training
8.6a Language and 27: Spouse, Family,
Cross-Cultural Training and Dual-Career
8.6b Spouse, Family, Issues
and Dual-Career Issues
Reel to Real Videos 28: Holden Outerwear Launch the video in slide
28. Questions on the slide
can guide discussion.
Adjust the lecture to include the activities in the right column. Some activities should be
done before introducing the concept, some after.
Special Spark a debate among your students by asking them to respond to the following
Items statement:
“If given a choice, Americans will buy American-made goods rather than foreign-
made goods.”
Conclusion Possible assignments:

and 1. Assign students to work a solution to the What Would You Do? Case
Preview Assignment on Groupon.
2. Assign students to review Chapter 8 and read the next chapter on your syllabus.
Remind students about any upcoming events.
Lesson Plan for Group Work (for smaller classes)
Pre-Class Prep for You: Pre-Class Prep for Your Students:

• Review the material to cover and modify the • Bring the book.
lesson plan to meet your needs.
• Set up the classroom so that small groups of
4 to 5 students can sit together.
Warm Up Begin Chapter 8 by asking your students the following questions:

• “Without looking, which of you knows (or is confident that you know) where
your backpack was made? Where?” [Students can shout out answers.]
• “Ok, who thinks they know where their backpack was made? Where?” [Students
can shout out answers.]
• “Who cares where their backpack was made?” [For students who raise their hand

to the last question, push them to answer why.]
Content The first section of the chapter has a lot of content that you can use to spark debate
Delivery among students. For this reason, you may want to hold off lecturing on “Global
Business, Trade Rules, and Trade Agreements” until after you do the group activity
“World Trade and You.”
Lecture on What Is Global Business? (Section 8.1).
Break for the following group activity:
“World Trade and You”

Divide the class into small groups of 3 to 5 students. Before beginning the activity,
ask students if anyone can describe the function of the World Trade Organization
(WTO). Ask if anyone can explain why the WTO is so controversial (cite the
inevitable protests and violence that accompany any meeting of the WTO). Assign
each group to either assemble arguments for free trade or against free trade. Come
together as a class and do a point–counterpoint debate. Begin by having one of the
students assigned to an “against” group give an argument that his or her group came
up with against free trade. Then have a “for” student give an argument. Continue until
no new arguments are proffered. Determine if one side had stronger, more convincing
arguments or if it was even. Ask if any students changed their point of view
subsequent to hearing all of the arguments.
If you didn’t lecture on Section 8.1 prior to the activity, do so now.
Segue into the next section by asking students, “So if we postulate that global business is
good for consumers and companies alike, what’s the best way to go global? Perhaps
before we can answer that, we should consider the choices a company has when going
global.”
Lecture on How to Go Global? (Sections 8.2 and 8.3) and Finding the Best Business
Climate (Section 8.4).
Break for the following activity:
“Around the World”

If you have an electronic classroom, consider doing a geography game at
http://www.sheppardsoftware.com/Geography.htm#Games or another free online
geography game provider. Choose a continent and have students fill in the map
according to the game directions. (In general, players are asked to type the first three
letters of the highlighted country on the map and are given a set period of time to
complete the continent.) Create a distribution of scores using PowerPoint or Excel. If
you want your students to practice, divide them into geography study groups,
encourage them to play online geography games, or work geography puzzles. At your
next class meeting, do the game again and take a new distribution.
Introduce the sections on culture by asking if any of your students have ever lived,
worked, or studied abroad and where. If they have, ask them what they considered the
biggest difference between the host culture and the student’s culture of origin.
Lecture on Becoming Aware of Cultural Differences and Preparing for an International

Assignment (Sections 8.5 and 8.6).
If time allows, consider showing the Biz Flix clip from Lost in Translation. Teaching

notes follow.
Conclusion Assignments:
and 1. To follow up on the discussion of where and how to go global, assign students to
Preview complete the Management Decision on dealing with cultural backlash issues in
India.
2. If you have finished covering Chapter 8, assign students to review Chapter 8 and
read the next chapter on your syllabus.
Remind students about any upcoming events.
Assignments with Teaching Tips and Solutions
What Would You Do? Case Assignment
GROUPON
Chicago, Illinois
From 400 subscribers and 30 daily deals in 30 cities in December 2008 to 35 million subscribers
and 900 daily deals in 550 markets today, Groupon got to $1 billion in sales faster than any other
company. Starbucks CEO Howard Schultz, who was an eBay board member and is now a Groupon
investor and board member, said, “Starbucks and eBay were standing still compared to what is happening
with Groupon. I candidly haven’t witnessed anything quite like this. They have cracked the code on a
very significant opportunity.” Eric Lefkofsky, who chairs Groupon’s board said, “The numbers got crazy
a long time ago, and they keep getting crazier.” So, what is propelling Groupon’s astronomical growth?
How does it work?
Groupon sends a daily email to its 35 million subscribers offering a discount to a restaurant,
museum, store, or service provider in their city. This “coupon” becomes a “groupon” because the
company offering the discount specifies how many people (i.e., a group) must buy before the deal “tips.”
For example, a local restaurant may require 100 people to buy. If only 90 do, then no one gets the
discount. Daily deals go viral as those who buy send the discount to others who might be interested.
When the deal tips (and 95% do), the company and Groupon split the revenue.
Why would companies sign up, especially since half of the money goes to Groupon? Nearly all of
Groupon’s clients are local companies, which have few cost effective ways of advertising. Radio,
newspapers, and online advertising all require upfront payment (whether they work or not). By contrast,
local companies pay Groupon only after the daily deal attracts enough customers to be successful.
Another problem with traditional ads is that they are broadcast to a wide group of people, many of whom
have little interest in what’s being advertised. The viral nature of Groupon’s coupons, however, along
with tailoring deals based on subscribers’ ages, interests, and discretionary dollars, lets companies target
Groupon’s daily deals to customers who are more likely to buy. Groupon’s CEO, Andrew Mason, said,
“We think the Internet has the potential to change the way people discover and buy from local businesses.
Because there are few barriers to entry and the basic web platform is easy to copy, Groupon’s
record growth and 80 percent U.S. market share has attracted start-up competitors like Living Social,
Tippr, Bloomspot, Scoutmob, and BuyWithMe, along with offerings from Google, Facebook, and
Walmart. Globally, Groupon’s business has been copied in 50 countries. China alone has 1,000 Groupon-
type businesses, including one that has copied Groupon’s website down to the www.groupon.cn URL.
Likewise, Taobao, which is part of Alibaba Group Holdings, one of China’s largest Internet companies,
has a group buying service call “Ju Hua Suan,” which translates to “Group Bargain.”
So although Groupon has grown to $1 billion in sales faster than any other company, competitors
threaten to take much of that business, especially in international markets, which Groupon is just starting
to enter. As Groupon goes global, should it adapt its business to different cultures? For example, it relies
on a large Chicago-based sales force to build and retain business with merchants, and 70 comedy writers

to write ad copy. Similarly, who should make key decisions—managers at headquarters or managers in
each country? In short, should Groupon run its business the same way all around the world? How should
Groupon expand internationally? Should it license its web services to businesses in each area, form a
strategic alliance with key foreign business partners (it rejected Google’s $6 billion offer in the United
States), or should it completely own and control each Groupon business throughout the world? Finally,
deciding where to go global is always important, but with so many foreign markets already heavy with
competitors, the question for Groupon isn’t where to expand, but how to expand successfully in so many
different places at the same time.
If you were in charge at Groupon, what would you do?
Sources:
L. Chao, “Taobao to Launch Local Deals on Group-Buying Website,” Wall Street Journal, 23 February
2011, http://online.wsj.com/article/SB10001424052748703775704576161340839989996.html [accessed
15 May 2011]; B. Stone & D. MacMillan, “Groupon's $6 Billion Snub,” Bloomberg Businessweek, 13
December 2010, 6-7; B. Stone & D. MacMillan, “Are Four Words Worth $25 Billion?” Bloomberg
Businessweek, 21 March 2011, 70-75.
What Really Happened? Solution

In the opening case, you learned that Groupon, the “daily deal” coupon company had grown from 400
subscribers and 30 daily deals in 30 cities in December 2008 to 35 million subscribers and 900 daily deals
in 550 markets today, thus getting to $1 billion in sales faster than any other company. Local companies
flock to Groupon because it helps them attract new customers in a cost effective way. Because of low
barriers to entry and an easy-to-copy web platform and business model, however, domestic and
international competitors could take much of Groupon’s business, especially in international markets,
which Groupon was just starting to enter. Let’s find out what happened at Groupon and see what steps
CEO Andrew Mason took to replicate Groupon’s amazing success in the U.S. around the world.
As Groupon goes global, should it adapt its business to different cultures? Or, is it likely to find that the
daily deals that are successful in the U.S. will be popular throughout the world? Also, since humor is a
key part of its advertising approach, should Groupon continue to rely on its 70 Chicago-based comedy
writers to write copy for ads in China, Chile, and Germany?
National culture is the set of shared values and beliefs that affects the perceptions, decisions, and
behavior of the people from a particular country. The first step in dealing with culture is to recognize
meaningful cultural differences, such as power distance, individualism, masculinity, uncertainty
avoidance, and short-term/long-term orientation.
After becoming aware of cultural differences, the second step is deciding how to adapt your company
to those differences. The biggest mistake that companies make at this point is not changing their products
or services or their management practices and procedures when they do business abroad. This is a
common mistake among global franchisors, 65% of which make absolutely no change in their business
for overseas franchisees when they first go global.
So, given that it just offers daily deals, can Groupon have a standard set of products or should they be
different in each market and culture? Not surprisingly, Groupon has found that people in different
countries and cultures don’t respond to the same offers. For example in India, the most popular daily
deals aren’t restaurants and beverages (which are popular in many global cities), but travelling, mobile
phones and wellness products. Ananya Bubna, managing director of Groupon India, said, “A beverage
deal that we thought would have huge takers didn't sell.” Furthermore, “We have realized that something
like balloon rides, which got massive response in the U.K., may not get the same reaction here. Product

deals, mobile phones and wellness products work best in India. India has a large number of travel lovers;
this is what we are looking at pursuing, aggressively.”
Finally, in a nod to the importance of culture, especially with humor, which can differ tremendously
across cultures, Groupon now realizes that its 70 Chicago-based ad writers, some of whom have comedy
backgrounds linked to Chicago’s famous Second City comedy troupe, may not be able to write persuasive
ad copy for other parts of the world. A case in point (though Groupon employed an advertising agency
here) was Groupon’s Super Bowl commercial, which featured actor Timothy Hutton proclaiming, “The
people of Tibet are in trouble … but they still whip up an amazing fish curry. And since 200 of us bought
at Groupon.com, we're each getting $30 of Tibetan food for just $15.” The commercial was criticized
roundly, not just as ineffective, but insensitive.
Similarly, who should make key decisions, managers at headquarters or managers in each country?
Likewise, should Groupon continue to use its large Chicago-based sales force to build and retain
business with merchants, and In short, should Groupon run its business the same way all around the
world?
One of the key issues in global business is determining whether the way you run your business in one
country is the right way to run that business in another. In other words, how can you strike the right
balance between global consistency and local adaptation? Global consistency means that when a
company like Groupon has offices and facilities in different countries, it will use the same rules,
guidelines, policies, and procedures to run them all. Managers at company headquarters value global
consistency because it simplifies decisions. In contrast, a company with a local adaptation policy modifies
its standard operating procedures to adapt to differences in foreign customers, governments, and
regulatory agencies. Local adaptation is typically more important to local managers who are charged with
making the international business successful in their countries.
If companies focus too much on local adaptation, they run the risk of losing the cost efficiencies and
productivity that result from using standardized rules and procedures throughout the world. However, if
companies lean too much toward global consistency, they run the risk of their business being poorly
suited to particular countries’ markets, cultures, and employees (i.e., a lack of local adaptation).
Groupon has discovered that, in part, it must adapt is business at it does business around the world.
While the web side of its business works most places, that is, using email and text, web sites, and
smartphone apps to notify subscribers of daily deals, it doesn’t work everywhere. For example, in Indian,
groupon is adapting the way that it gets paid. Throughout much of the world, online credit cards facilitate
quick, easy, and trustworthy payment. But, in India, many customers are still reluctant to make online
purchases. Ananya Bubna, managing director of Groupon India says, “We are doing cash-on delivery in
India, which we don't do anywhere else. We have realized that reaching out to Indian customers online is
a big challenge. We have started personal concierge help, especially for Indian customers. A few
customers have given us feedback that while they liked our site, they could not make a purchase. Through
this service, one of our experts would handhold a buyer, helping them in registration and purchase on the
site. We also have our people calling customers informing them about various deals in their area of
interest.
In other ways, however, Groupon is balancing consistency with local adaptation. While it has local
managers (see more below) to run its businesses in 42 different countries, it brings all of them to Chicago
to learn how to run their offices the way that it’s done in the U.S. Then, it makes sure that those
managers stay current with its client companies by using Salesforce.com’s relationship management
software to track calls and make sure that its sales force follows up to address potential issues after every
daily deal is completed.
Another part of balancing consistency with local adaptation, at least for now, is maintaining a large call
center in Chicago. Unlike Facebook and Google, which hire software engineers to automate their web
sites, Groupon relies on call center-based sales force in Chicago to sell and maintain relationships with
client companies. Every time it opens in a new city, its sales force is charged with identifying and then

approaching businesses who could be interested in using Groupon to provide discounts to customers. The
question is whether it makes sense for Groupon to have similar call centers in the other regions or
countries in which it now does business?
Joe Harrow, who manages Groupon’s Chicago call center, says that Groupon will have call centers in
Chicago and in key international locations. But, unlike many multinational companies who have moved
their call centers to lower cost locations like India, he says, “Maybe having a 1,000-person call center in
downtown Chicago is not smart. We haven't done the math yet. When we do, we'll ask how we can make
this economical without costing us our culture.”
How should Groupon expand internationally? Should it license its web services to businesses in each
area, form a strategic alliance with key foreign business partners (it rejected Google’s $6 billion offer in
the U.S.), or should it completely own and control each Groupon business throughout the world?
Determining how to organize your company for successful entry into foreign markets is a key
decision in going global. When companies produce products in their home countries and sell those
products to customers in foreign countries, they are exporting. When an organization wants to expand its
business globally without making a large financial commitment, it signs a cooperative contract with a
foreign business owner who pays the company a fee for the right to conduct that business in his or her
country. There are two kinds of cooperative contracts: licensing and franchising. Another method of
international organizing is for two companies to form a strategic alliance to combine key resources, costs,
risks, technology, and people. The most common strategic alliance is a joint venture, which occurs when
two existing companies collaborate to form a third company. Finally, one-third of multinational
companies enter foreign markets through wholly owned affiliates. Unlike licensing arrangements,
franchises, or joint ventures, wholly owned affiliates are 100 percent owned by the parent company.
As explained in the chapter, each of these methods of "going global" has specific advantages and
disadvantages. Moreover, a common method of going global is to use the phase model of international
expansion in which a company starts by exporting, and then as it grows, switches to cooperative contracts
(i.e., licensing and franchising right), followed by strategic alliances, and then wholly owned affiliates. As
the chapter makes clear, not all companies follow the steps of the phase model in this order.
The challenge for Groupon is that just 3 years after its startup, it may be the fastest growing startup
company of all time, but it also faces the most quickly established set of global competitors ever
established. So unlike other companies which might take a more measured, slow growth approach to
global expansion, the speed with which competitors and consumers have adopted Groupon’s business
model suggests that Groupon could find itself locked out of key international markets if it doesn’t move
quickly to establish itself as a multinational company. Groupon chief financial officer, Rob Solomon,
emphasized the need for speed, saying, “We think there will be lots of consolidation in a very short
amount of time, and we want to be the 8,000-pound gorilla in that space.”
Backed with several hundred million dollars in funding, Groupon used an approach in which it
combined strategic alliances and wholly-owned affiliates. In short, just as Google offered a $6 billion buy
out to Groupon, Groupon has offered to buy the market leaders that it has identified in 50 different
countries.
Groupon board member Kevin Efrusy says, “To see people copy you is difficult to adjust to. But
Groupon immediately looked at it as an opportunity. You could pick the best that's out there and save a
lot of time.” “The strategy,” he says, is to find the best local teams. Then give them the tools they need
to be successful.” One such acquisition was Berlin-based CityDeal. CityDeal, which was started by the
Samwer brothers, who, a decade before had founded eBay Europe, was just 6 months old when purchased
by Groupon. But, in that short time, it had 1 million subscribers, operated in 80 European cities, and had
600 employees. CityDeal co-founder Dan Glasner commented on being bought by Groupon, saying, “We
have exactly the same understanding of how we need to serve our end customers and partners. Thousands
of businesses out there are looking to attract new customers and are thrilled to leverage the Internet to do

that.” Groupon’s CEO Andrew Mason said, “We wanted to find entrepreneurs [like CityDeal] to work
with that were excellent operators and also understood the local culture.”
Groupon repeated this acquisition strategy, buying similar companies in Chile, Russia, Japan, China and
other locations. One year, after deciding to go global, Groupon is in 42 different countries.
Self-Assessment
WORLDMINDEDNESS
In-Class Use
Have students go to cengagebrain.com to access the Self-Assessment activity. Use the Self-Assessment
PowerPoint slides and have students raise their hand as you read off the scoring ranges. Tell students to
keep their hand up until you have counted the responses for each item and entered the count into the
spreadsheet embedded in the PowerPoint presentation. Display the distribution to the class so students can
see where they fit.
Scoring
Steps 1–2: Interpreting Worldmindedness Scores

People who are flexible, adaptable, open to other cultures, and have good relationship skills are more
successful on international assignments. In a sense, we could say that these people have greater
“worldmindedness.” Individuals who are strong in worldmindedness look at problems as problems of
humanity rather than American problems, or Japanese problems, or Spanish problems. In contrast, people
who are weak in worldmindedness are “nationminded.” They define themselves and others by their
nationalities: German, Chinese, Egyptian, and Venezuelan. Nationmindedness is “us” and “them,”
whereas worldmindedness is simply “us.”
Worldmindedness affects global business decision making. Personnel managers who are low in
worldmindedness try to avoid hiring foreign students. Professional buyers, who purchase supplies, raw
materials, and finished goods for their companies, were less likely to purchase foreign products when they
were weak on worldmindedness. Also, CEOs of exporting companies are more worldminded than CEOs
of nonexporting companies.
Worldmindedness is related to gender (females have higher scores), to family income (students from
high income families have lower scores), foreign language ability (fluency in additional languages means
higher scores), and college major (business majors have lower scores than other majors, and finance and
accounting majors have lower scores than marketing and management majors). Worldmindedness may
not be related to international travel (except for longer-term residency in a country) or age.
This survey is based on research presented in R. W. Boatler, “Study Abroad: Impact on Student
Worldmindedness,” Journal of Teaching in International Business 2, no. 2 (1990): 13–17; R.W. Boatler,
“Worldminded Attitude Change in a Study Abroad Program: Contact and Content Issues,” Journal of
Teaching in International Business 3, no. 4 (1992): 59–68; H. Lancaster, “Learning to Manage in a
Global Workplace (You’re on Your Own),” The Wall Street Journal, 2 June 1998, B1; D. L. Sampson &
H. P. Smith, “A Scale to Measure Worldminded Attitudes,” Journal of Social Psychology 45 (1957): 99–
106; R. W. Boatler, “Worldmindedness of International Division Managers,” Southwest Journal of
Business and Economics, 9 (1992): 23.
Students will want to know how their worldmindedness scores compare with their classmates and
with other college students. I typically have students report their scores and create a distribution on the
board for everyone to see how they compare with their classmates. The following data collected from
college students provide another point of comparison:

Worldmindedness by Major Average WM Score
Arts and Sciences 104.65
Business 92.94
Fine Arts 100.58
Education 94.43
Social Work 121.25
Undecided 90.00
(From Boatler, 1992)
Except for undecided majors, Business majors have the lowest worldmindedness
scores.
Worldmindedness by Major Average WM Score

No foreign languages 99.07
One, fair 97.56
One, good/excellent 97.95
Two or more, any level 111.55
Speaking more languages leads to increased worldmindedness.
Worldmindedness by Language and Major Average WM

Score
Business Majors
No foreign language 88.76
One, fair 92.15
All Other Majors
No foreign languages 105.45
One, fair 100.41
Business majors who speak no foreign languages have the lowest worldmindedness scores,
whereas other majors who speak two or more languages have the highest worldmindedness
scores. Whatever major, speaking another language increases worldmindedness.
WM by Major and Gender Average WM Score

Male
Finance 105.35
Accounting 93.78
Marketing 113.80
General 115.22
Female
Finance 116.33
Accounting 111.04
Marketing 109.72
General 116.39

(From Deng & Boatler, 1993)
Male finance and accounting majors have the lowest worldmindedness scores. Female finance and
general majors have the highest worldmindedness scores. Except marketing majors, females have higher
worldmindedness scores than males.
Your worldmindedness score is not a fixed number. Several activities can help you improve your score,
but to do so, you’ll need to develop a plan, such as the one that follows.
Step 3: Develop a plan to increase your global managerial potential.

People don’t change from being nationminded to worldminded overnight. Below you’ll find the outlines
of a plan to increase your worldmindedness. You need to fill in the details to make it work. This plan is
based on foreign languages, living overseas, global news and television, and your openness to the
different cultural experiences available right where you live!
3A. Language. Research shows that students who speak multiple languages have higher scores
(indicating a greater sense of worldmindedness). How many languages do you speak fluently? If you’re
an average American student, you speak one language, American English. Develop a plan to become
fluent in another language. Specify the courses you would need to take to become conversationally fluent.
A minimum of two years is recommended. Even better is minoring in a language! What courses would
you have to take to complete a minor?
3B. Living overseas. Develop a plan to study overseas. List the facts for two different overseas study
programs available at your university or another university. Be sure to specify how long the program
lasts, whether you would receive language training, where you would live, the activities in which you
would participate, and any other important details.
3C. Global news and television. Another way to increase your worldmindedness is to increase the
diversity of your news sources. Most Americans get their news from local TV and radio or from the major
networks, ABC, NBC, and CBS. Luckily, you don’t have to leave the country to gain access to foreign
news sources. Furthermore, you don’t have to speak a foreign language. Many foreign newspapers and
television and radio shows are presented in English. List the foreign newspapers and television and radio
shows available to you where you live. Hint: Check your university library, CNN, PBS, and the Internet.
Be sure to indicate where you can find the newspapers, the day and time the shows are on, and whether
the newspapers or TV shows are in English or a foreign language.
3D. Local cultural experiences. Many American students wrongly assume that they have to travel
overseas to gain exposure to foreign cultures. Fortunately, many American cities and universities are rich
in such experiences. Ethnic neighborhoods, restaurants, festivals, foreign films, and art displays, along
with ethnic Americans who continue to live and celebrate their heritage, present ample opportunities to
sample and learn about foreign cultures right here in our own backyards. Specify a plan of foreign
restaurants, ethnic neighborhoods, and cultural events that you could attend this year.
Management Decision
Purpose
A company that is looking to do business overseas must cannot ignore cultural differences if it is to be
successful. This exercise asks students to consider how they would deal with critical differences between
cultures as their company seeks to branch out into overseas markets.
Setting It Up
You can introduce this case to students by creating a table that shows the various cultural differences
between the U.S. and a foreign country, ideally one that has been the site of much foreign investment
such as China, India, Brazil, or Russia. You can then ask students how a company should deal with these
differences in order to find success.

CULTURAL BACKLASH IN INDIA
As you look at the latest quarterly earnings report of your clothing and accessories company, you
think to yourself “You are a genius!” It was your idea to move manufacturing to India last year,
and it was your idea to partner with a local retail chain to get your products to Indian consumers.
So even though your U.S. sales fell 5 percent, much in part due to the recession, your company’s
profits actually rose 35 percent, thanks to all the money you made in India. Almost every day,
you walk through the city and you see young, affluent Indians wearing your jeans, clutching your
purses, donning your sunglasses, and you are unbelievably glad that you decided to come into
this dynamic, fast-growing market that really likes Western fashion styles.
There are many people, however, who aren’t so fond of your styles, and of Western
culture in general. Various religious and political conservative groups have recently been
protesting the growing influence of Western culture in India, sometimes in quite violent ways.
During a recent Valentine’s Day, a group of men publicly beat young couples who were holding
hands or having a romantic dinner. In another city, a group of people attacked women who were
at bars and dance clubs. And just the other day, you saw a crowd of people throwing your jeans,
purses, and sunglasses into a big bonfire as a statement against Western fashion. Even businesses
are getting into the anti-American sentiment; a local beverage company announced that they
would take on the popularity of Coke and Pepsi by selling a beverage based on cow urine, which
is considered a holy, medicinal drink by Hindus.
When you came up with the idea of expanding into India, you certainly didn’t think that
you would find yourself in the middle of a cultural clash. “I’m just here to sell jeans,” you think,
“not to tell people how to live.” But clearly, many people view companies like yours as a threat
to their culture and heritage.
Source:
Mehul Srivastava, “Business Caught in Middle of India’s Culture War,” Bloomberg Businessweek,
February 18, 2009, accessed September 10, 2010, from
www.businessweek.com/globalbiz/content/feb2009/gb20090218_783926_page_2.htm.
Questions
1. How would you, as the manager of this company, deal with the risk associated with doing
business in countries that feel threatened by American culture?
Students are likely to respond in one of two ways – either the company must learn how to do deal
with the risk, or the company should cut its losses and terminate its business. In general, students
choosing the former answer should show awareness that it is critical for a company to learn as
much as it can about the foreign culture, so that it can adapt its business practices as necessary.
This may mean that the company hires more Indian staff, who can help train the rest of the staff
on how to be more culturally sensitive. It may also mean giving Western staff extensive cultural
and language training prior to working in India. Students, of course, may come up with other
ideas about how to raise cultural awareness within the company.
Students who choose to cut losses and leave the country should cite the tremendous cost, in terms
of money and time, of doing cross-cultural training.
2. How might your company use an alliance with local companies to adapt to local concerns about
American culture?
Companies that look to do business overseas often choose strategic alliances, most commonly in
the form of joint ventures. The advantage of joint ventures is that a domestic company combines
key resources, costs, risks, technology, and most importantly for this case, people, with a foreign
company to do business in a foreign market. In essence, a global joint venture involves a marriage
of four cultures: the country and the organizational cultures of the first partner, and the country
and the organizational cultures of the second partner. In other words, a joint venture gives the
domestic company access to the cultural expertise of the foreign company. Rather than creating
something new, the domestic company can simply rely on what its foreign partner already knows
about how to do business within a particular culture.
Management Team Decision

A DIFFERENT WAY TO GO GLOBAL
Exporting, cooperative contracts, licensing, franchising, joint ventures, wholly owned affiliates, global
new ventures . . . As a management team wanting to take your business to the next level, you have a
smorgasbord of options available to you. But, in addition to these traditional options, there is another
angle you can take, one that is becoming increasingly popular among startup companies like yours: social
entrepreneurship. Social entrepreneurs use business skills to solve social problems. You and the members
of your team, just out of your MBA programs, are excited about the business and want to grow it and
make money. But you are also passionate about making a difference when it comes to problems like
homelessness in the United States or AIDS in Africa.
As your team discusses how and where to go global, you think about the problems you’d like to
address and you look to role models to help you brainstorm and plan. You read about how Pfizer—a
pharmaceutical giant, not a startup—started a program to offer free medicines to recently unemployed
Americans. Other companies are doing the same in Africa. Peet’s Coffee & Tea has been working
recently to develop the economic well-being of coffee farmers in Kenya, Rwanda, Tanzania, and Uganda
by teaching them to grow better quality coffee that Peet’s can market to its customers in coffee-loving
developed economies.
As much as your team wants to help others in need, you also recognize that doing good can’t come at
the expense of the bottom line. In fact, Peet’s Coffee’s effort is currently run by a nonprofit and hasn’t
started making Peet’s any money yet. You know that the success of such ventures is untested, but your
team is also aware that any effort at going global involves some type of risk. Thinking it through, you ask
yourselves what’s in it for companies who undertake social entrepreneurship—and what might be in it for
you? Pfizer adopted this program to create customer loyalty, exchanging a brick (something it has) for a
jade (something even more valuable and harder to come by). Customers who drink Peet’s care about
where their coffee comes from and about its quality, so Peet’s establishes relationships with African
farmers partly in response to customer demand and to build its brand.
With all of this in mind, it’s your team’s task to figure out how you can balance your interest in doing
business on a global scale with your interest in making a difference in the world.
Sources:
I. Bodner, “Social Entrepreneurship,” Fast Company, June 2, 2009, accessed June 12, 2009, from
www.fastcompany.com/1723694/social-entrepreneurship-and-the-common-brand; K. Krippendorff, “A
Prescription For Doing Good—Pfizer’s New Ethonomic Treatment Plan,” Fast Company, June 34, 2009,
accessed June 12, 2008, from www.fastcompany.com/blog/kaihan-krippendorff/outthinker-mavericks-
out-innovate-competition/prescription-doing-good-pfize; S. Hamm, “Into Africa: Capitalism from the
Ground Up,” Businessweek, May 4, 2009, 60–61.
Questions
1. What are the advantages of social entrepreneurship as a way to approach doing business in
developing economies outside the United States? What are the disadvantages?
Social entrepreneurship presents both advantages and disadvantages to organizations. First, the
advantages: By showing that they care about social issues, organizations build customer loyalty by
showing that they care about the same social issues that the customer cares about. Additionally, this
type of identification can help attract and retain new customers who are concerned with an
organization’s social stance. An organization’s social actions also help establish a positive public
image and brand identity. Rather than being known just for good products, an organization that shows
concern for social ills presents itself as a responsible global citizen, one that cares for the people it
reaches. An organization’s social stance can also help educate its consumers. Through various
marketing and publicity campaigns, the organization can help the general population realize the need
to address a certain issue, be it homelessness or child illiteracy. And perhaps most importantly, a
company’s social entrepreneurial efforts help resolve significant societal problems. Businesses have
tremendous financial and political resources which they can marshal to improve the lives of people
around the world.
While social entrepreneurship has many advantages, it also presents disadvantages to companies.
First and foremost is the issue of cost. Whether it’s giving away drugs to the poor and homeless or
working with African coffee farmers, social actions require a considerable investment of
organizational resources. What is more, the net impact of social entrepreneurship on a company’s
bottom line is not at all clear, meaning that social actions, while good for the world, may be bad for
profit. Social entrepreneurship may also lead to a public relations nightmare for companies. For
example, a company may only claim to be engaged in social actions while not doing anything
substantive. Or, a company could be accused of adopting a social action perspective simply for the
sake of improving sales and profits (e.g., greenwashing). There are also considerable cultural and
political risks in social entrepreneurship. A company that enters a foreign country with grandiose
thoughts of healing the sick and enriching the poor may find itself the target of government officials.
What is more, the organization could be accused of trying to apply Western cultural standards to non-
Western countries. What the company might view as a social ill that needs to be addressed may be
viewed by locals as just the way life is.
2. How might you combine social entrepreneurship with traditional options for going global?
Traditional methods of doing global business include exporting, cooperative contracts and strategic
alliances. Exporting occurs when companies produce products at home and sell them abroad. The key
advantage to exporting is that it makes the organization less dependent on sales in its home country
and provides a high degree of control over research, design, and production decisions. A cooperative
contract allows an organization to enter a foreign market without a large financial commitment. Either
through licensing or franchising, a foreign company pays our organization for the right to produce
and sell products in that country. The biggest advantage of licensing is that it allows companies to
earn profits without additional investments. However, the company must also give up control over the
quality of the product that is sold in foreign markets. Franchising, meanwhile, is another way to enter
a foreign market quickly. For the price of an initial franchise fee plus royalties, franchisors provide
franchisees with training, assistance with marketing and advertising, and an exclusive right to conduct
business in a particular location. However, franchisors also risk a loss of control. Further, many
franchises cannot be generalized due to differences in lifestyle, values, and even infrastructure,
making franchises a risky proposition for going overseas.
3. Can establishing a multinational corporation or a joint venture serve the principles of social
entrepreneurship? Would some options lend themselves better to social entrepreneurship than others?
What might such a business venture look like?
Strategic alliances involve the combination of two organizations’ resources, costs, risks, technology,
and people. A strategic alliance can take the form of a joint venture, in which two existing companies
collaborate to form a third company. The two founding companies remain intact and unchanged,
except that together they now own the newly created joint venture. Joint ventures provide for a
relatively quick way of entering a foreign market without the pressure of tariffs. Further, they reduce
the risk of entry, since both companies have to bear the costs and risks of business. Finally, global
joint ventures can be especially advantageous to smaller local partners that link up with larger, more
experienced foreign firms that can bring advanced management, resources, and business skills to the
joint venture. However, the nature of a joint venture makes it necessary for the two companies to
share profits. Also, managing global joint ventures can be difficult because they represent a merging

of four cultures: the country and the organizational cultures of the first partner, and the country and
the organizational cultures of the second partner. This can lead to power struggles, which in turn can
produce a vacuum in leadership. An alternative form of alliance is a wholly owned affiliate. These are
foreign businesses that are 100% owned by the parent company. The primary advantage of wholly
owned businesses is that the parent company receives all of the profits and has complete control over
the foreign facilities. The biggest disadvantage is the expense of building new operations or buying
existing businesses.
The issue of how these structures relate to social entrepreneurship depends in large part on the
type of social program that students envision for their organization. On a superficial level, an
organization does not have to establish a foreign office or branch to address social concerns; it can,
like Pfizer, simply use some of its resources (profits) to meet a social need. In that case, any of the
traditional methods of going global would allow a company to be social entrepreneurs. On the other
hand, if a student’s desired social program involves establishing a presence in a foreign country—in
order to get involved, form relationships and empower people in the culture—then there are some
methods that are better than others. Exporting would not be ideal, since it only involves selling goods.
More beneficial are franchising, licensing and wholly owned affiliates, since they involve both a
financial investment into a culture, as well as an investment through training and facilities. Perhaps
the most beneficial method of entry for social entrepreneurs is the joint venture, since it allows both
organizations to assume risk and realize profit. Moreover, joint ventures allow smaller local partners
to gain valuable learning and experience by doing business with larger foreign firms, which can in
turn provide an impetus for growth to other domestic industries. Finally, joint ventures, because they
involve the merger and cooperation of multiple cultures, represents an ideal means by which
organizations in the United States can learn how to span cultures and do social good.
Practice Being a Manager
HOMETOWN CULTURE
One of the major dilemmas in global management concerns the degree to which a multinational firm
should adapt its business practices to particular locations and cultures versus the degree to which it should
maintain consistency across all its operations. In general, firms prefer consistency because it streamlines
operations and may result in global economies of scale. At the same time, multinational firms cannot
gloss over differences without running the risk of losing a particular market to more responsive (local)
competition. In this exercise, you will interpret your “hometown” culture for a large multinational
company. Suppose that a large multinational equipment company (based outside your country of origin)
is planning to open a major production facility and retail dealership in your hometown. This company has
hired you as a consultant to help it successfully establish operations in your hometown.
Step 1: Describe your hometown. Write a brief sketch (one or two pages, using bullet points will
suffice) in which you describe the important cultural features of your hometown, including such aspects
as language, dress, courtesy/customs, and attitudes toward “foreignness” and newcomers. Try as much as
possible to capture aspects of the location and culture of your hometown that would be important for
newcomers to recognize and respect.
Step 2: Form a team. Your professor will assign you to small discussion groups of three to five students.
Step 3: Share your description. Take turns in your discussion groups introducing yourselves, identifying
your hometown, and sharing the highlights of your brief sketch of your hometown. Listen for similarities
and differences across your hometowns.
Step 4: Make recommendations. As a group, agree on some recommendations to the multinational

company. Assume that the company is planning to enter all of your hometowns simultaneously. To what
degree might the company use a consistent (same) approach in entering your hometowns? Is one or more
of your hometowns likely to require a foreign multinational to make more particular adaptations?

Step 5: Share findings with class. Each group should share its list of hometowns and its
recommendations with the class.
Step 6: Consider challenges. As a class discuss the challenges of entering global markets, particularly in
regard to achieving the appropriate mix of consistency and adaptation.
TEACHING NOTES––PRACTICE BEING A MANAGER
Exercise Overview and Objective

This exercise uses students’ familiarity with their hometown culture to examine the role of culture in
global business, particularly in the situation of market entry. The objective is to help students recognize
important features of a particular culture and then to consider the role of that such features might play in
successful market entry by a multinational corporation.
Preparation
Students should complete Step 1 (the 1–2-page paper on the major cultural features of their hometown)
prior to the in-class discussion of this exercise. It is important to remind all students that their audience
for these papers is the management of a company outside their own country of origin. For example, a
student whose hometown is Fayetteville, Arkansas, might write her paper to an audience of French
managers. A student whose hometown is Sao Paulo, Brazil, might write his paper to an audience of U.S.
managers. Students should assume that their audience has never been to their hometown and that they
have limited knowledge of their home culture (national/regional/local).
Managers with a wealth of global experience staff most multinational firms, and students may tend to
lean toward assumptions of familiarity. Reinforce that they should assume no familiarity whatsoever.
This will help students to fully engage in the process of communicating to a foreign newcomer. While
students may include a few aspects of national and regional culture, they should make sure that they give
primary attention to their particular hometown. For some students, this local “lens” may even zoom in at
the level of a neighborhood or section of a large city (e.g., the Bronx area of New York City).
You should decide in advance how you would like to group students for the in-class exercise.
Students will discuss their “hometown” papers and then work together to agree on some
recommendations for a multinational that plans to enter their hometowns (see Step 4—company entering
all hometowns simultaneously). One approach for forming groups is to cluster students who are likely to
represent a variety of places of origin.
In-Class Use
Students should be organized in small discussion groups (3–5 students). Each group should begin with
Step 3, taking turns to introduce themselves, identifying their hometown (and neighborhood/borough as
appropriate), and sharing some of the highlights from their “hometown” paper. Encourage students to
listen carefully for similarities and differences, ask questions, and make notes.
Once a group has completed Step 3, it should move on to Step 4 without waiting for a signal from the
instructor. Groups are likely to vary in the time required for Step 3, but none should rush through this
step.
Step 4 requires each group to make recommendations to the multinational equipment company on the
assumption that it is entering all of their hometowns simultaneously. This condition forces students to
directly consider similarities, differences, and patterns across their various hometowns.
Step 4 includes the following two questions:
1. “To what degree might the company use consistent (same) approach in entering your
hometowns?” (Exercise, Step 4)
2. “Is one of your hometowns likely to require a foreign multinational to make more particular
adaptations?” (Exercise, Step 4)
These questions should foster discussion around one of the central themes of global management—the
desire to achieve consistency across global markets (i.e., global economies of scale and scope) and the
need for adaptation to local differences (i.e., customer needs and desires that vary by location/culture).

When all groups have completed Step 5, you may begin the class discussion of the challenges of
entering global markets (including the consistency/adaptation issue). It is not necessary for the groups to
speak “as a group” in Step 6. The class discussion should operate at the individual level. You may want to
ask if any individual students found it particularly difficult to describe their “hometown culture.” Home
cultures may be so assumed in some cases that they become invisible to us. You may also want to see if
any groups noticed similarities across national borders—sometimes two places in different countries may
share a number of cultural similarities (e.g., rural culture among cattle ranchers in a particular area of the
United States may be similar in many respects to rural culture among cattle ranchers in a particular area of
Argentina). Finally, you may explore some of the hometown cultures that students identified as requiring
extensive adaptation for successful market entry by a foreign multinational. Why do some cultures require
more adaptation than others?
Develop Your Career Potential
BUILDING CULTURAL BRIDGES INSIDE AMERICAN BUSINESS

All savvy managers seem to be familiar with the Japanese custom of exchanging business cards, the
French custom of the 2-hour lunch, and the South American custom of getting to know potential business
partners on a personal level before discussing business. But how many managers are aware of the cultural
differences that exist within the United States? For example, how many Manhattanites know that in some
parts of the country, businesses close down on the first day of hunting season?
Political rhetoric often refers to “two Americas” and the differences between the heartland and the
coasts, but many other oppositional geographic pairings also represent different sets of cultural norms.
Some other obvious examples are North–South, East– West, and the more general urban–rural. How
many businesspeople know how to be effective in all these American cultures? Much has been made of
the political and cultural implications of these divides, but not enough attention has been paid to what it
means for business.
Cultural differences were addressed in Chapter 3 and will be again in Chapter 15. In the context of
this chapter, however, it is important to note that many of the issues related to global management are
applicable in any geographic context. Deciding whether to locate a firm in Alabama versus Oregon
requires the same due diligence as deciding between Madrid and Madagascar. Managers need to assess
the best business climate, identify and adapt to cultural differences, and prepare workers who will be
transferred to the new location.
Source: A. Hanft, “Passport to America,” Inc., October 2004, 14.
Activities
1. Think of yourself as a member of a particular geographic cultural group. (In the United States, we are
conditioned to think of cultural groups based on ethnicity and race, but for this exercise, think in terms of
location.) What are the characteristics of this group?
2. Once you have an outline of your geographic culture, try to identify the group most opposite to your
own. For example, if you consider yourself a New Yorker, you may think of a Mississippian or a
Californian.
3. Research regional and local periodicals to learn about the norms in the other culture. You might also
talk with a friend who attends college in a different region or state to get a more personal understanding
of norms in other parts of the country. List some of the norms in the other location, and compare them
with the norms in your area of the country.
Reel to Real Video Assignment: Management Workplace

Management Workplace videos can support several in-class uses. In most cases you can build an entire
50-minute class around them. Alternatively, they can provide a springboard into a group lesson plan.
The Management Workplace video for Chapter 8 would be a nice companion to your introduction to the
course on the first day teaching this chapter.

Video: Holden Outerwear
Managing in a Global Environment
Summary:
Like so many other American brands, Holden apparel is made in China. While the company would like to
manufacture in the United States, government regulations, labor costs, and high corporate tax rates are too
heavy a burden. Availability of materials is another factor, as many of the pieces that Holden needs, like
buttons, snaps, and fabrics, would still have to be brought in from Asia even if the garment was made in
the U.S. In addition, garment making requires skilled laborers, and founder Mikey LeBlanc says that the
United States lacks a manufacturing base to do the job. For any company that sources materials and labor
overseas, shipping is a vital, ongoing concern. In the early years, LeBlanc used nearly a dozen shippers to
transport garments from China to the U.S. To increase efficiency and reduce costs, LeBlanc found a way
to coordinate shipping through a single distribution hub in China, so that just two companies now handle
all of Holden’s shipping.
Discussion Questions from Text:

1. Which stage of globalization characterizes Holden Outerwear’s international involvement?
The four stages of globalization include the domestic stage, the international stage, the
multinational stage, and the global (stateless) stage. Answers may vary, but Oregon-based
Holden lies mostly within the international stage of corporate international development. Factors
that mark the company as presently in the international stage of development include the firm’s
outsourced China manufacturing and significant international sales to Japan, Germany, Norway,
and Canada. Holden is a small company, and it does not own factories or fabric mills. To qualify
as a multinational business, Holden needs more than one-third of sales to take place outside of the
U.S., and its marketing and advertising strategies must be standardized and uniform across all
regions. Holden cannot be characterized as a domestic company or a global (stateless) company.
The domestic stage is characteristic of companies that make and sell goods solely within their
home countries; the global (stateless) stage is characteristic of firms that have ownership,
management, and manufacturing dispersed among many nationalities.
2. Identify Holden’s primary approach to entering the international market. What are the benefits of
this entry strategy?
For small businesses that want to “go global,” exporting, global outsourcing, and licensing
represent low-cost ways of conducting business internationally. To reach global consumers and
keep manufacturing costs low, Holden uses an outsourcing strategy. The manufacture of Holden
apparel takes place in factories in China. Owner Mikey LeBlanc states that this strategy slashes
the cost of his products in half. Outsourcing also provides a steady source of skilled labor and
textile materials. Large well-established firms tend to use more costly market entry strategies,
such as acquisitions and greenfield ventures. Although high cost market entry strategies involve
significant risk and resources, they offer maximum control over business processes and profits.
3. What are the challenges of international management for leaders at Holden?
While the four management functions of planning, organizing, leading, and controlling are the
same whether a company operates domestically or internationally, managers experience greater
challenges and risks when performing functions in an international setting. In the video, Mikey
LeBlanc explains that to obtain the benefits of China’s low cost manufacturing, managers had to
carefully oversee 12 different shipping companies. The situation required extensive paperwork
and resources. In addition, garments with multiple components often failed to deliver together at
the same time, creating long delays. Though not discussed specifically in the video, Holden’s

managers face additional challenges in the economic, legal-political, and sociocultural
environment of business. Difficulties include political unrest, government takeovers, tariffs,
language and cultural barriers, poor infrastructure, and even globalization protests. To help
manage people, global managers should understand cultural differences, including Hofstede’s
value dimensions: power distance, uncertainty avoidance, individualism/collectivism,
masculinity/femininity, and long-term/short-term orientation.
Workplace Video Quiz
Video Segment 1
Video segment title International Management

Start time (in sec) 0:00
Stop time (in sec) 2:31
Quiz Question 1 Which globalization hotspot has Holden selected to help produce its
Portland, Oregon-based snowboarding apparel?
Option a India
Option b Brazil
Option c China
Option d Mexico
Correct option c: China
Feedback for option a Incorrect. China is the location of Holden’s suppliers and contractors.
Feedback for option b Incorrect. China is the location of Holden’s suppliers and contractors.
Feedback for option c Correct. China is the location of Holden’s suppliers and contractors.
Feedback for option d Incorrect. China is the location of Holden’s suppliers and contractors.
Quiz Question 2 For Holden Outerwear, managing business internationally delivers all the
following advantages except:
Option a Low cost materials
Option b Culture and language differences
Option c Close contact with international fashion trends
Option d Dependable source of skilled labor
Correct option b. Culture and language differences
Feedback for option a Incorrect. Cultural and language differences are two significant
disadvantages to global business.
Feedback for option b Correct. Cultural and language differences are two significant
Feedback for option c Incorrect. Cultural and language differences are two significant
Feedback for option d Incorrect. Cultural and language differences are two significant
Quiz Question 3 The benefits Holden gains by outsourcing the manufacture of its garments
overseas must be weighed against:
Option a Legal and political risks
Option b Limited control over international manufacturing partners
Option c Cultural and communication barriers
Option d All of these
Correct option d: All of these
Feedback for option a Incorrect. All of the responses are factors that must be considered in doing
global business.
Feedback for option b Incorrect. All of the responses are factors that must be considered in doing
global business.
Feedback for option c Incorrect. All of the responses are factors that must be considered in doing
global business.
Feedback for option d Correct. All of the responses are factors that must be considered in doing
global business.
Video Segment 2

Quiz Question 1 Holden sells the same line of clothes in North America, Europe, Japan, and
Korea. This model of doing global business is known as:
Option a Local adaptation
Option b International commerce
Option c Global consistency
Option d Standard practices
Correct option Incorrect. Global consistency means that a company sells the same
products and operates with the same procedures in all of its locations.
Feedback for option a Incorrect. Global consistency means that a company sells the same
Feedback for option b Correct. Global consistency means that a company sells the same products
and operates with the same procedures in all of its locations.
Feedback for option c Incorrect. Global consistency means that a company sells the same
Feedback for option d
Quiz Question 2 Which of the following forms of global business should Holden not use if
it wants to maximize delivery speed?
Option a Exporting
Option b Cooperative contracts
Option c Franchise
Option d Joint venture
Correct option a: exporting
Feedback for option a Correct. A significant disadvantage of exporting is the cost and speed of
transportation.
Feedback for option b Incorrect. A significant disadvantage of exporting is the cost and speed of
transportation.
Feedback for option c Incorrect. A significant disadvantage of exporting is the cost and speed of
transportation.
Feedback for option d Incorrect. A significant disadvantage of exporting is the cost and speed of
transportation.
Quiz Question 3 Which of the following developments in global trade has the potential to
negatively impact Holden’s international business?
Option a North American Free Trade Agreement (NAFTA)
Option b European Union (EU)
Option c Protectionism
Option d Association of Southeast Asian Nations (ASEAN)
Correct option c: Protectionism
Feedback for option a Incorrect. Protectionism is the use of trade barriers to protect domestic
companies from foreign competition.
Feedback for option b Incorrect. Protectionism is the use of trade barriers to protect domestic
Feedback for option c Correct. Protectionism is the use of trade barriers to protect domestic
Feedback for option d Incorrect. Protectionism is the use of trade barriers to protect domestic
Video Segment 3

Quiz Question 1 The primary criterion for Holden’s decision to create a consolidated
shipping facility in China was:
Option a Availability of a quality work force
Option b Access to rare resources
Option c Government subsidies
Option d More efficiency in shipping
Correct option D: more efficiency in shipping
Feedback for option a Incorrect. Holden created the new shipping facility so that it could reduce
the number of ships it sent from China.
Feedback for option b Incorrect. Holden created the new shipping facility so that it could reduce
Feedback for option c Incorrect. Holden created the new shipping facility so that it could reduce
Feedback for option d Correct. Holden created the new shipping facility so that it could reduce
Quiz Question 2 Holden must deal with customs laws in several countries. Therefore, it
faces:
Option a Political uncertainty
Option b Policy uncertainty
Option c Regulatory uncertainty
Option d Commercial uncertainty
Correct option b: policy uncertainty
Feedback for option a Incorrect. Policy uncertainty refers to the risk associated with changes in
laws.
Feedback for option b Correct. Policy uncertainty refers to the risk associated with changes in
laws.
Feedback for option c Incorrect. Policy uncertainty refers to the risk associated with changes in
laws.
Feedback for option d Incorrect. Policy uncertainty refers to the risk associated with changes in
laws.
Quiz Question 3 If Holden needs maximum control over the manufacturing and shipping of
its China-produced garments, it must adopt the following international
strategy:
Option a Outsource to Chinese firms
Option b License Chinese firms to manufacture and sell Holden garments
Option c Partner with Chinese firms to manufacture and sell Holden garments
Option d Acquire Chinese firms to manufacture and sell Holden garments
Correct option d: Acquire Chinese firms to manufacture and sell Holden garments
Feedback for option a Incorrect. By acquiring a Chinese firm as a wholly-owned affiliate, a
company receives all of the profits and has complete control over the
foreign facilities.
Feedback for option b Incorrect. By acquiring a Chinese firm as a wholly-owned affiliate, a
foreign facilities.
Feedback for option c Incorrect. By acquiring a Chinese firm as a wholly-owned affiliate, a
foreign facilities.
Feedback for option d Correct. By acquiring a Chinese firm as a wholly-owned affiliate, a
foreign facilities.
Review Questions
1. What is global business?
Business is the buying and selling of goods or services. Buying this textbook was a business
transaction. So was selling your first car. So was getting paid for babysitting or for mowing lawns.
Global business is the buying and selling of goods and services by people from different countries.
Companies that own businesses in two or more countries are called multinational corporations
(MNCs). In 1970, more than half of the world’s MNCs were headquartered in the United States. In
subsequent decades, the economies of other nations grew stronger, such that MNCs can be found by
the thousands all over the world.
2. Describe the impact of global business as it relates to direct foreign investment.
Global business affects the United States in two ways: through direct foreign investment in the United
States by foreign companies, and through U.S. companies’ investment in business in other countries.
Direct foreign investment throughout the world typically amounts to about $3.5 trillion per year.
Between 2003 and 2004, direct foreign investment in the United States and by the United States
soared.
3. List and define the barriers governments erect to control trade.
A tariff is a direct tax on imported goods. It creates a trade barrier by making imported goods more
expensive than domestically produced goods. The five nontariff barriers are:
• Quotas: Limits on the number or volume of imported products.
• Voluntary export restraints: Voluntarily imposed limits on the number or volume of products
exported to a particular country.
• Government import standards: Standards imposed by a government to protect the health and
safety of citizens; in reality these are used to restrict trade.

• Subsidies: Government loans, grants, and tax deferments given to domestic companies to
protect them from foreign competition.
• Customs classifications: Classifications assigned to imported products by government
officials that affect the size of the tariff and imposition of import quotas.
4. Identify the major trade agreements that govern global trade.
GATT is the General Agreement on Tariffs and Trade that many countries signed to increase the ease
of selling products and services around the world. GATT promoted global trade by:
• Cutting tariffs worldwide by 40 percent by 2005,
• Eliminating tariffs in ten specific industries,
• Putting stricter limits on government subsidies,
• Protecting intellectual property rights, and
• Sending trade disputes to the arbitration panels of the World Trade Organization (WTO).
Starting with the signing of the Maastricht Treaty in 1992, the European Union has changed trade
tremendously among member nations. First, all tariffs and other nontariff barriers have been lifted,
making trade totally free. Second, all member nations have a common external trade policy so that
nonmember nations are trading with an entire bloc of countries rather than with separate countries.
Third, people, capital, and equipment can freely cross EU borders, saving money and time. Fourth,
most of the EU members belong to a single economy, run by a centralized European bank and
adopting a single currency, the Euro. The creation of the European Union has made Western Europe a
more powerful trading bloc.
NAFTA—the North American Free Trade Agreement—is the free trade area of Canada, Mexico,
and the United States. It has changed trade tremendously by eliminating most tariff and nontariff
barriers among the member nations (the last set of barriers were eliminated in 2003).
CAFTA—the Central American Free Trade Agreement—is a regional trade agreement between
Costa Rica, the Dominican Republic, El Salvador, Guatemala, Honduras, Nicaragua, and the United
States.
ASEAN is the Association of Southeast Asian Nations and consists of the following Southeast
Asian countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the
Philippines, Singapore, Thailand, and Vietnam. ASEAN will become a free trade area by 2015 for the
original six countries and 2018 for the remaining countries.
APEC is the Asia-Pacific Economic Cooperation that includes all ASEAN countries except
Cambodia, Lao PDR, and Myanmar, all NAFTA countries, and the following countries: Australia,
Chile, the People’s Republic of China, Hong Kong (China), Japan, New Zealand, Papua New Guinea,
Peru, Russia, South Korea, and Taiwan. It is, thus, a much larger trade agreement that includes the
three largest economies in the world: the United States, China, and Japan. By 2020, trade barriers will
be reduced in all member nations.
5. What are the tradeoffs between global consistency and local adaptation?
Global consistency and local adaptation are two optional strategies that companies can use when they
have worldwide operations. In global consistency, a company would run its offices, plants, and
facilities around the world based on the same universal rules, guidelines, policies, and procedures.
The advantages of global consistency are that it creates cost efficiencies and consistent product
imagery worldwide. In local adaptation strategy, the company would modify its standard operating
procedures to adapt to differences in foreign customers, governments, and regulatory agencies.
Advantages of this strategy are that it addresses specific local needs, such as different consumer tastes
and employee issues.
6. Identify the stages in the phase model of globalization and explain the level of risk inherent in each.
The phase model of globalization says that as companies move from a domestic to a global
orientation, they use these organizational forms in sequence: exporting, cooperative contracts
(licensing and franchising), strategic alliances, and wholly owned affiliates. At each step, the

company grows much larger, uses those resources to enter more global markets, is less dependent on
home country sales, and is more committed in its orientation to global business. The phase model is
linear and sequential. As such, the risks associated with global business increase with each new stage.
In other words exporting is the least risky, and wholly owned affiliates are the riskiest.
• Exporting: Selling domestically produced products to customers in foreign countries.

• Cooperative contracts: Agreements in which a foreign business owner pays a company a fee
for the right to conduct that business in his or her country.
• Strategic alliances: Agreements in which companies combine key resources, costs, risk,
technology, and people.
• Wholly owned affiliates: Foreign offices, facilities, and manufacturing plants that are 100
percent owned by the parent company.
7. What is the relationship between the phase model of globalization and global new ventures?
Evidence suggests, however, that some companies do not follow the phase model of globalization.
Some companies skip phases on their way to becoming more global and less domestic. Others don’t
follow the phase model at all. These are known as global new ventures, which are new companies
with sales, employees, and financing in different countries that are founded with an active global
strategy. In other words, global new ventures are global from their inception; they do not start as
exporters and evolve to global new ventures. They are global from the start-up stage.
8. What should companies consider when choosing a global location for doing business?
The first step in deciding where to take your company global is finding an attractive business climate.
Be sure to look for a growing market where consumers have strong purchasing power and foreign
competitors are weak.
When locating an office or manufacturing facility, consider both qualitative and quantitative
factors. Two key qualitative factors are work force quality and company strategy. Work force
quality is important because it is often difficult to find workers with the specific skills, abilities,
and experience that a company needs to run its business. A company’s strategy is also
important when choosing a location. For example, a company pursuing a low-cost strategy may
need plentiful raw materials, low-cost transportation, and low-cost labor. Quantitative factors
include the kind of facility being built, tariff and nontariff barriers, exchange rates, and
transportation and labor costs. Those factors should also be considered when choosing an office
and/or manufacturing location.
When conducting global business, companies should attempt to identify two types of
political risk: political uncertainty and policy uncertainty. Political uncertainty is associated with
the risk of major changes in political regimes that can result from war, revolution, death of
political leaders, social unrest, or other influential events. Policy uncertainty refers to the risk
associated with changes in laws and government policies that directly affect the way foreign
companies conduct business. Policy uncertainty is the most common form of political risk in
global business and perhaps the most frustrating.
If the location you choose has considerable political risk, you can avoid it, try to control the risk,
or use a cooperation strategy.
9. Describe Hofstede’s dimensions of national culture.
Hofstede’s cultural dimensions are:

• Power distance: the extent to which people in a country accept that power is distributed
unequally in society and organizations.
• Individualism: the extent to which societies believe that individuals should be self-sufficient.
• Short- or long-term orientation: whether cultures are oriented to short-term (immediate
gratification) or long-term (defer gratification for greater good).

• Masculinity or femininity: the extent to which cultures are highly assertive (masculine) or
nurturing (feminine).
• Uncertainty avoidance: the degree to which people in a country are uncomfortable with
uncertainty or ambiguity.
Companies can use this information in order to formulate strategies in many different areas, such as
how to compensate or motivate global workforces, whether or not to include lower-level employees
in decision-making, and how much direction to give employees.
10. How can companies prepare their managers to be successful expatriate managers?
Companies wanting to send their managers overseas should provide both language and cross-cultural
training to both the managers themselves and to their families (spouse and children). There are many
types of training programs. They are:
• Documentary training focuses on identifying the specific differences between the home
country and the host country, to which the manager will be sent.
• Cultural simulations provide the managers with an opportunity to practice their skills in a
simulated environment, such as a party in the host country.
• Field simulation training allows managers to spend a few hours or days in a neighborhood
with ethnic cultures similar to the ones that will be found in the host country.
Additional Activities and Assignments

Out-of-Class Project: “Regional Trade Agreements.” Divide the class into groups and assign one
regional trade agreement to each group. Each group should thoroughly research the trade agreement by
using the organization’s website as well as any recent articles published about the organization. The
groups should prepare a five-slide presentation for the class to include the following: (1) member nations
of the trade group, (2) mission and/or major goals of the trade group, (3) key issues that the trade group
currently faces, and (4) upcoming events.
In-Class Activity: “WTO Debate.” The WTO has been the subject of controversy in recent years,
inciting riots in cities such as Seattle. Divide the class into two groups (or four groups if the class is
especially large). One side should be pro-WTO and should carefully study the goals and issues
surrounding the organization. The other side should be anti-WTO and should study the negative effects of
globalization. The instructor should moderate the debates and debrief on the issues raised on both sides.
Supplement to “WTO Debate.” Go to the WTO’s website at http://www.wto.org. You will find the ten
benefits of the WTO trading system and ten common misunderstandings about the WTO. Read these and
answer the following questions: (1) Do you support the efforts of the WTO? Why or why not? (2) Why
should a country want to join the WTO? (3) What does it take for a country to be accepted into the WTO?
(4) Should China be admitted to the WTO? Why or why not?
“Passports and International Travel.” Poll your students to find out how many have a passport. Of
those who raise their hand, ask how many have traveled to a foreign country. For those students without
international travel experience, you will need to approach this activity as a fact-finding exercise. Instruct
students without passports to research what they would need to do to acquire one. Also have them
research restrictions (such as both parents need to be present to submit the passport application for
children under 18). If students already have a passport, have them approach the assignment as if they
were writing a guidebook entry for students who need to apply for a passport. Student work should detail
how and where to get a passport and what you need in order to apply for one. An Internet resource for this
exercise is http://travel.state.gov/passport.
“Money and International Travel.” As a companion exercise to “Passports and International Travel,”
ask students to think about and put together some recommendations related to money: “How would you
carry money on an international trip? Besides exchange rates, what other concerns about carrying money
in a foreign country can you think of? How would you handle your finances if you were on a long-term
stay in a foreign country—would you convert to the host country’s money system, or would you keep
converting to and from your home currency?” Again, for this portion, instruct students without
international travel experience to approach the activity as a fact-finding exercise, and students with
international travel experience to approach it as writing an entry in a travel guidebook like Fodor’s or
others by Rick Steves.
“Cross-Cultural Training.” Browse the Internet for different cross-cultural training packages that are
for sale. Select five good packages and provide a summary of what the training encompasses. Would you
buy this package for your company’s training program? Why or why not?
“Language Training.” Assign students to audit an introductory foreign language class on campus.
Instruct students to attend a class on a language they do not speak. You may need to create a note that
students can give to the language instructor asking permission to sit in for one or more class sessions as a
way to gain exposure to a new language. Ask students what difficulties they had in being in a foreign
language environment. What tools, resources, or training do they thing would be most helpful for
adapting to such situations?

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— —a hänen lipittelystänsä tuolla petäjänlatvojen seassa, maata se
nuohoaa sekin. Selvintä on tarrata kaksin kourin maan kannikkaan ja
idättää sen pinta miestä elättäväksi. Ja se venäläiselle
posaalustaminen oli huono juttu. Minä sen oikein jo älysin
viimeisellään, kuin tongin poltikkaisjuuristossa Rasutovin
matomyyränä. Silloin minä hoksasin, että kohta sitä posaalustetaan
itsellemme vitjat kaulaan joka mies ja sitten olisi käynyt kuin
esiukoille: vitsaa selkään ja potkua pakaraan! Ja sillä aikaa kuin ajaa
jyristelimme teitten lääneillä, kasvoi niityille pajupehkoja kuin tatteja
sateen jälkeen kankaille. On niissä nyt työpesä ukoille niinkuin onkin!
Mutta maata sitä on tongittava niin maan päällisten kuin alaistenkin.
Vielä tästä kilkistytään siivo eläjiksi, mutta ajan se ottaa.
Ukot hymähtelivät, myöntelivät, koettelivat hivuttelevin sormin

teriensä pystyväisyyttä ja erkanivat omiin katoksiinsa. Juones jäi
vielä Hiopin kera juttelemaan ja suunnittelemaan.
———
Mustan taivaan alla juoksi harmaa, hätäinen pilvilompare kuin

ahdistettu eläin. Metsänlatvat olivat painuneet tuulisukaan.
Järvituitun ukot perkasivat alaniityillä ojanpohjia näkymään

pajupensaiden ja heinämättäiden seasta. Väliin syöksähti pilvistä
rankka sadekuuro ja juoksutti ukot latoihin. Vähin erin ojat
puhdistuivat kuitenkin suoriksi viivoiksi latojen ympärille, ja
kaadettujen pensaiden juuret töröttivät harmaina, koukkuisina
käsivarsina. Ukot innostuivat puhdistuvien niittysuikaleiden
avartumisesta ja möyrivät märässä heinikossa läähättävin suin ja
pakottavin kupein.
Illalla kulkivat Järvituitun ukot ensikertaa jalkamiesjonona sitten
linnaretkensä lähdön. Silloin sateli puuskittain samoin kuin nytkin.
Tiessä ja mielissä oli silloin harmaan masennus, mutta nyt oli
sateesta kirkastunut ja puhdistunut vihreys voimakkaana
elämäntuntona. Ja huolimatta työn väsyttämistä jäsenistä ja
ilkeänmäristä vaatteista ukot haastelivat eloisasti ja kääntyivät aina
väliin taaksepäin osoitellen niittypalasiansa ja laatien
suunnitelmiansa.
Pitkin viikkoa avaroitui alaniitusto. Ukot palasivat iltajonoissansa

entistä vilkkaampina ja ryhdikkäämpinä. Kuskipukeilla lakoon
painuneet hartiat alkoivat suoristua ja jalat tottua alituiseen
askelenottoon.
Heinä tehtiin Järvituitussa nälän ahdistaessa sydänalaa. Sitten

alettiin kyntää rukiille maanpintaa mustaksi. Alaniityillä vetivät
hevoset selät vempeleillä raskaita auroja, ja ukot painoivat
heinämättäissä sihisevää terää syvältäkulkevaksi. Moni ukko
huomasi auran kurjessa kieppuessaan, että silmissä voi vilistää
muitakin ajatusta antavia juomuja kuin maantien ruskea nauha.
Turvelepeen kääntyessä maahan puhkeava musta vana aukaisi
ajatuksille laajan tulvamaan. Työ sujui melkein huomaamatta. Vasta
läkähdyksissään pysähtynyt hevonen töksähdytti perässänsä
kulkevan ukonkin huomaamaan ympäristönsä. Ja Järvituitun ukoista
alkoi kyntäminen olla rattoisaa rahtia. Ennen olivat he sen tehneet
ajokiireitten välissä niukin naukin. Ajatus viihtyi hyvin vaon
maailmoissa, ja uusia näkyjä kihosi alati mieleen. Ruismaat olivat
pian valmiina mustina suunnikkaina vihertävässä niittyalueessa
ennennäkemättömän laajalla Järvituitussa. Ukot levähtivät
viikkokauden, pistäytyivät illoin istumassa ison lumiauran siivillä
kyläkankaalla, muistelivat siellä menneitä ja puhuivat tulevista
mahdollisuuksista.
*****
Oli elokuinen päivä. Järvituitun ukkojen jono kulki maantiellä

pyhävaatteiden ja kiiltäväkuoristen saappaiden jäykistämättä;
käsissä roikkuivat pienet eväsnyytit. Ukot katselivat ahnaasti
maisemanrantaa ja tietä, jonka jokainen raitiouppoamakin pysyi
lähtemättömästi heidän muistissansa, ja ajattelivat äsken
umpisukkulaan pulahtanutta ajuriaikaansa.
Kun he kuulivat takaa rattaiden heikkoa jyrinää, seisahtuivat he

kuin käskystä ja vilkaisivat olkansa yli. Silloin ei vielä ajajaa näkynyt.
Tuutija-Mikko ajoi vielä monen käänteen takana puomivartiollensa
menossa. Kun hänen eteensä aukeni pitkä, mutkaton tiesuoni,
huomasi hän sen päässä loivalla mäennenällä ukkojen hitaasti
kulkevan virran. Mikko myhähti ääneensä:
— Jokainen ajaa omalla höyryllänsä!
Mikon saavuttua takimmaisten miesten kohdalle loikkivat nämä

hänen rattaillensa ja ajoivat viittilöiden toisten sivu.
Järvituitun ukot olivat nyt menossa jonnekin päivämatkojen

päähän siemenrukiin ostoon.
Asemalla ukot istuivat rivissä laituripenkeillä junaa odotellen ja

katselivat ensikertaa vierailla silmillä puomin hevosrintamaa. Kurjalta
se nyt näytti, melkein mustalaiskuormastolta. Haikeus ja samalla
kaukainen voitontietoisuus vaihtelivat matkaanlähtijöiden mielissä.
Juna saapui. Hevoset seisoivat riippupäin ja roikkuvin huulin kuin
vanhat tatit. Entinen hevosrintaman juoksuvalmis tepikoiminen ja
valjaskulkusten iloinen soitto oli jätetty kaurapussien kera tallien
nurkkiin. Ja Järvituitun ukot etenivät pian junan uumenissa kauas
omilta mailtansa ja teiltänsä etsimään apua uuden elämänsä
niukkuuteen.
*****
Ieva puhdisti parhaillaan sienikorin sisällystä veitsentyngällä ja

pulahdutteli sienien liukkaita hattuja vedentäyteiseen kivipottiin, kun
Juones iltaa toivotellen astui tupaan ja laski olaltansa ovensuuhun
raskaan haarapussin. Hän puhua häkelsi kiireisesti muutaman sanan
ja hävisi kartanolle, jonne pian Hioppi ajaa retuutteli työrattainensa.
Rattaiden pohjalla pötkötti isovatsainen säkki, jonka ukot korvista
heilauttaen mätkäyttivät maahan. Sitten Hioppi ajoi tiehensä ja
Juones palasi tupaan. Ieva varusti pöydän syömäkatteilleen, ja
Juones alkoi kertoa matkansa vaiheita:
— Kyllä siinä sydän löi kuin lautaseinää, kun joutui jalkamiehenä

kuljeksimaan vieraita kyliä ja kun koirat haukkua kolkuttelivat melkein
kinttutaipeessa kiinni; eipä niitä saanut heveltää ohjasperillä niinkuin
kotona. Nyt sitä nähtiin meidänkin ukkosakilla, miltä tuntuu seistä
vieraalla kynnyksellä säkintäytettä ruinaten. Ajettiin junassa
päiväkausi ja tipahdeltiin aina pari ukkoa paikkaansa, ettei olisi
samassa kylässä tallottu toisiamme varpaille. Kyllä piti olla talot
kylässä niinkuin siinäkin, missä kävin, niin olivat kuin maalatut
marjat. Ja läävät olivat kivestä kuin kaupungin tapulit. Menin yhteen
taloon sisälle ja kysyin hovin isäntää. Piiat latelivat uuninkupeelta,
ettei se mikään hovi ollut, mikä lie muka ollut torppa vain. Minä
ajattelin itsekseni, että enhän minäkään mikään ahven ole, jotta
minua vedettäisiin huulesta. Tuli siihen sitten isäntäkin. Vaikka oli
musta, niin muuten oli soria. Vieraaksi kutsui minuakin. Kun minä
sitten kaskuilin isännälle elämäämme illan mittaan, niin eikös jo
kysynyt, että montakos kuormaa vieraalle pannaan jyviä, koska noita
näkyi jääneen karisteiksi jonkin verran kylvösiemenistä. Silloin minä
näin, että sydän oli muhea sillä miehellä, kun kuormakaupalla tarjosi
minullekin tavaraa. Minä kun säkin pyysin siemeniä ja pivon jauhoja,
niin ei viitsinyt itse lähteä niin vähää varten aittaan, vaan piiat toivat
kainalossansa jyvät tupaan. Niin olivat sillä ruteat piiatkin, säkin
kantoivat kepeästi kuin olkitukun tupaan. Syöttivät ja juottivat
minutkin, vaikka minä kieltelinkin, ettei tämä meidän vanha suola
janota eikä nälätä. Isäntä itse toi minut asemalle kumipyöräisillä ja
pehmeästi kuopissa kuukahtelevilla kieseillä ja auttoi säkin
asemahuoneisiin. Mutta rahan tunsi tuo mies hyvästi, sen otti itse, ja
niin otti hapraasti kuin venäläinen tatin sammalikosta. Ja pellot
sitten: nuo olivat avarat kuin meren jäät ja Pietarin torit. Kyllä piti olla!
Juones söi ja haasteli palanvälit. Ieva kuunteli ihmeissään.
*****
Ja Järvituitun pellot saivat siemenen pintaansa. Alaniittyjen

mustilla suunnikkailla kulki harvakseen astahtelevia miehiä, jotka
sukelluttivat kätensä siemenvakkaan ja tekivät sitten samanlaisen
kaaren kuin ennen kuskipukin räystäällä soromnoota sanoessaan.
Ämmät kulkivat kädet esiliinojen alla ja vetivät vierellä sitkainta
kannoillansa suoraksi viiruksi pehmeään multaan. Puolen päivää
ukot kulkivat ämminensä tahdikkain harppaisuin sarkoja nenästä
nenään ja saivat siemenet maahan.
Syksyn päivät alkoivat avartua, keltaisia lehtiä kieppui maahan, ja

Järvituitun pellokkeilla seisoivat kaurakymmenikköjen tiheät rivit.
Kylä varustautui talveen, ja siantappajat ennustivat pernalangoista
lauhkeaa talvea.
Kyläkankaalla, lumiauran siivillä, istui pyhäpäivisin viljoista

aprikoivia ukkoja.
X.
— Isä, isä — herroja tulee!
Ristian kapsahti kartanolle ja katseli jyskyttävin sydämin

nummenlaen porteille, josta alkoi juuri laskeutua hevosmatkue.
Tuutija-Mikko ajoi pihalaakealle, ja kärreiltä laskeutui salkkua
kantava herra, joka jäi pyöriskelemään ja tähystelemään töyräitten
rakennuksia. Ristian asteli harvakseen ja posket valkeana herran
luokse. Kartanokoira riisti vitjoja kireälle ja haukkui välkkyvin leuoin.
Nummistoon saapunut herra kertoi Ristianille olevansa tuomari,

jolle Rasutovi oli lähettänyt valtakirjan rakennusten ja irtaimiston
myymiseen. Hän kertoi tulleensa tekemään luetteloa Rasutovin
omaisuudesta ja sanoi kuuluttavansa kohta huutokaupan. Ristian
masentui ensin sanattomaksi. Se päivä päivältä yhä
ahdistavammaksi yltynyt aavistelu, joka oli Ristiania muistuttanut
lyhyen yltäkylläisyyden loppumisesta, sai nyt muodon itsellensä
salkkukainaloisesta herrasta ja huutokaupan tulosta. Ja Ristian näki
silmänräpäyksessä elämänsä kuvan: sakeassa, pimeässä
näreikkörinteessä välkähti ihmeellisesti sammalikkoon ryöstäytynyt
helakanvihreä valojuova, joka pian supistui olemattomiin auringon
hivuessa loitos.
— Vai, vai kirjotti Rasutovi! A mistä kirjotti? Vai on elossa vielä
Rasutovi, hyvä oli mies, hyvä, vai on elossa! Kuolleeksi, kuolleeksi
minä jo luulin. Mikäs — säästäähän Luoja hyviä ja soreita!
— Pariisista kirjoitti, sinne oli jo päässyt talvella pakenemaan.
— Vai sinne, vai sinne asti pääsi, a mikäs oli päästessä, kun oli
laiva ja kaikki itsellä, senkun seilasi vaan!
Ristian ja herra alkoivat kiertää nummistoa. Tuutija-Mikko riisui

hevosensa, laski sen pihaheinikkoon syömään ja kulki itse toisten
jäljessä nummelta nummelle muistutellen eloisia rakennusaikoja ja
ihmetellen nykyistä autiutta, joka vieläkin tulisi vahvenemaan.
Ristian availi ovia, selitteli, osoitteli ja viittaili. Herra merkitsi

näkemänsä pitkiin listoihin, lukitutti ovet ja otti avaimet haltuunsa.
Ensiksi seistiin läävän kynnyksellä ja katseltiin tyhjiä vitjasijoja.
— Kasakat, rosvot veivät täältä kujankukat. Eivät jättäneet edes

yhtä lapsille maitolypsikiksi. Kylältä pitää minunkin haettaa joka
tippa!
Sitten kyyristyttiin sikalan ovesta sisään.
— Rasutovi jo hävitti aikanaan pois. Jonkin jätti, nekin kuolivat.
Kierros jatkui ovelta ovelle, ja saavuttiin pihalle. Sitä mukaa kuin

Ristianilta avaimet vähenivät, valtasi hänet melkein hikeä
puserruttava hätä. Hänen silmissään oli unena se kierros ovelta
ovelle, jonka he olivat tehneet tuon tuosta Rasutovin kera
hopeapäisin kepein ja yksiinlyövin, tyytyväisyyttä tihkuvin puhein.
Mutta todellisuutena oli nyt hänen silmissään avaimenanto
avaimenannolta irroittautuminen nummien maailmasta. Ristian availi
ovia niinkuin pakkaspäivänä, hartiat luimussa ja vastahakoisin
sormin.
Päärakennuksesta palattaessa oli aurinko enää kahden

korennonmitan korkeudella nummien latvustosta. Hevonen oli
valjastettu, ja Tuutija-Mikko istui odotellen rattailla. Ummehtuneista,
kolkoiksi autioituneista huoneista tultuaan Ristian ja herra
pysähtyivät vielä hetkiseksi kynnykselle puhelemaan.
— No, saanhan minä varmaankin asua vielä huutokauppaan asti

täällä?
— Tietysti, tietysti! Vielähän teillä on palkkakin saamatta. Rasutovi

käski maksamaan heti huutokaupan loputtua kaikki maksut.
— Vai käski maksamaan! Kyllä se on aika Rasutovi. Vai muisti

minuakin vielä, Kristian Petrovitsia. Niinkö kirjoitti, jotta maksa
Kristian Petrovitsille, maksa hänelle. Hyvä on mies, hyvästi katsoo ja
hoitaa, niin hoitaa kuin omansa. Maksa hänelle, maksa, sano
terveisiä!
Ja Ristian heltyi puhua pälpättämään Rasutovista ja hänen

hyvyydestään, vaikka karu todellisuus ahdistikin rintaa.
— Kellarissa on minulla potatti ja lantut, saanhan pitää avaimen,

omat ovat potatit ja omat muut syömiset. Nälkä täällä muuten tulisi,
ellei olisi oma ruoka. Kanat ovat omat ja kukot. Muuta elokasta ei
olekaan kuin sitten tuo koira. Omalla ruuallani olen senkin syöttänyt,
kalliiksi on tullut!
— No maksetaan, maksetaan. Minä ilmoitan sitten huutokaupasta

ja tulostani. Hyvästi!
— Hyvästi, hyvästi! Kalliiksi, kalliiksi on tullut!
Ja kärrit alkoivat nousta kitisten jyrkkää pihatörmännettä porteille.

Ristian seisoi kivettyneenä kartanolla.
Ja siltä seisomasijaltansa Ristian lähti vielä nummien yli

kylänlaitaan kääpiötorpallensa. Tie johdatteli häntä kuivien, pihkalta
tuoksuvien töyräänlakien ja kosteitten sammalnotkojen kautta sille
metsäseinämälle, joka reunusti alaniittyjä ja kylänlaitaa.
Harvenevien runkojen välitse paistoivat jo alaniittyjen vihreät

muodot. Vastapäisen metsänlaidan latvustoa kirkasti vielä auringon
lempeä valo, mutta maanraja oli musta ja tyly. Ja Ristian näki
ihmeeksensä alaniittyjen saarekkeilla kyntötouhukkaita ukkoja, jotka
hevosillensa huikaten kulkivat selät kyyryssä vaoillansa. Näkyi vielä
nuoria miehiä, jotka nostelivat polvillensa rätkähtäneitä aitoja ja
puhkoivat ojia tiheästi heiluvin lapioin.
Ristian pysähtyi metsänlaitaan katsomaan. Avara niittyalue oli

täynnänsä uutta elämää. Ristian seisoi ja ihmetteli. Ukot ja nuoret
miehet paiskoivat ramakasti töitä kuin maanhimoissa. Ja entinen
pajuttunut niittyaarnio oli puhdistunut jo yhdeksi avaraksi näyksi,
jossa vaihettelivat vihreät ja mustat suunnikkaat.
Ja samana päivänä, jolloin Ristianille selvisi vanhan elämän

vakuuttava sammuminen, leimahti hänen silmiinsä nykyinen
elämänsisällys uutena ja nuorena. Ristian tajusi heti, jouduttuaan
mieltäjäytävissä ajatuksissansa silmästä silmään niittyaukeaman
kanssa, että hänenkin osuutensa ulottui vielä monin lapionpistämin
ja kuokankääntämin tähän uuteen elämään.
Metsänlaitaa hiljalleen astuskellen Ristian suuntasi kulkunsa
kääpiötorpalleen ja katseli oudossa lumouksessa niittymaiseman
puhdasta asua.
Kylätörmillä punersivat talojen päädyt, ja akkunat löivät tulta. Ukot

palasivat jyrisevin työrattain katoksillensa ja sekaantuivat kujasilla
iltaisiin karjalaumoihin. Veräjät narahtelivat, ämmät kutsuivat soivin
huudoin tarhojen avatuilla porteilla lypsikkejänsä, ja kujasilla
lasketteli nelkkomatnelistä ja karjalaumoja jakaen nuori poika
hevosellansa kohotetuin käsin ja riemusta hihkuen. Aivan uusi
iltatunnelma tulvahti kylään ja riemastutti huomaamatta ihmiset.
Ristian seisoi kääpiötorppansa nurmettuneella pihalla ja tunsi sen

taas kodiksensa, köyhäksi, kurjaksi kodiksensa. Hän katseli tupaa
hartaasti ja surumielisesti. Sen niukat muodot nostattivat hänen
mieleensä unentakaisen ajan, jolloin elämä oli ollut huolentäyteistä ja
karua. Ja Ristian valmisteli ajatuksissansa paluuta tähän
unentakaiseen mökkiin.
Kun hän kulki takaisin nummistoon, olivat notkot jo

kylmänhornakat ja märät, mutta nummien selillä löi ilma kasvoihin
lämpimänä, pehmeänä aaltona; ja kun hän saapui nummenlaen
porteille, seisahtui hän taas katsomaan. Rakennusrykelmä tuntui
yht'äkkiä vieraalta ja kolkolta. Ristian rinnasti sen alaniittyjen
eloisaan avaruuteen, ja hänestä näyttivät nyt nummien saartamat
rakennukset ahtailta ja tylyseinäisiltä, uupuneilta ja elottomilta.
Ristian seisoi ja ihmetteli kuten aiemmin metsänlaidassa. Ja hänen
lävitsensä löi merkillinen lohdullisuuden ajatus, joka teki askelenkin
keveäksi, kun hän taas jatkoi kulkuansa.
Järvellä eteni nummiston rantaa kohden suon syöksemä

sumuhyöky. Ristian pujahti tupaan.
Mutta aamulla, kun Ristian tuli tuvasta pihalle, heloitti nummisto
taas kirkkaana ja väljänä. Aamuaurinko valaisi ison päärakennuksen
seinät iloisiksi, ja tuuli pelmutteli somasti vihreitä pihapensaita, jotka
puuskien yltyessä kiepauttivat lehtensä nurin ja näyttivät saaneen
äkkiä harteillensa sinisenharmaat viitat. Ja Ristiania alkoi taas jyrsiä
eilen täyteen voimaansa puhjennut hätä entisen elämän
sammumisesta. Hän käveli rauhattomana pihamaalla ja mietti, miten
saisi elämänsä taas sujumaan kylän köyhällä liepeellä. Ristian käveli
ja repi niskatakkuansa. Äkkiä hän seisahtui, manasi, tuumi hetkisen
ja meni sitten suoraan kellariin. Sieltä hän toi viimeiset silkkipaperein
verhotut pullot, laskeutui varovasti rantaan ja vei ne uimahuoneelle.
Senjälkeen hän nousi taas kartanolle mitättömiin aamuaskareihinsa.
Puolelta päivältä Ristian jo istui Rasutovin mattotuolissa, jonka

hän oli kantanut katoksen luhdista rantaan, onki ja ryyppäsi aina
polviensa väliin puserretusta kaulattomasta pullosta kirpeänmakean
kulauksen.
— Pidetään nyt, Kristian Petrovits, viimeistä päivää ja pyhää tällä

mäenkannikalla!
Ristian lojui rentosenaan mattotuolissa, piiskasi ongen siimalla

lumpeikkoa ja viskasi lopulta ärtyisänä koko ongen laiturille. Sitten
hän jäykistyi katsoa killittämään suota, ajatusten takoessa päätöstä
yltäkylläisen nummielämän loppumiselle.
— Kuka edelle impaisee, se jälelle jämpäisee! Oikein sanoi

kyläukko silloin poltikkaispehkon siimeksessä. Minä impaisin itseni
Rasutovin vorniekaksi ja nyt kohta jämpäisen itseni sahuriksi taas ja
kerääjäukoksi. Kyllä minä taas tiedän miltä maistaa nyrttäytynyt,
pöytäjättöinen leivänkuivama näin kukonpojan ja lohikalan jälkeen.
Äkkiä räsähti toinen pullo siruiksi uimahuoneen seinään. Kohta
senjälkeen Ristian taittoi toisesta kaulan ja alkoi kallistella.
— Missäs sitta ellei rattaanrummussa! Minä olen raukka sellainen

tiestä litistynyt sitta elämänrattaan isossa rummussa, ja kierähtipä se
mitä suuntaa hyvänsä, niin siellä olen minäkin kiinni litistyneenä.
Välisti minä olen Pekon Ristian ja välisti Kristian Petrovits; välisti
minä syön leivän kovaa ja juon piimäharmaata, välisti taas syön
punaista kalaa ja juon viinapuun mahlaa kieli torvella. Missä laidassa
vaan pyörä rasahtaa, siellä olen minäkin, sitta. Ja viaton perhe sitten
minun kannoillani perässä. Nyt minä olen taas Pekon Ristian ja
lähden perheineni kylänlaitaan, sinne lähden tästä, sinne! Hyvästi,
Rasutovi! Ylen olit hyvä mies. Köyhää rakastit. Kättä annoit, rahaa
annoit. Hyvästi, hyvästi! Laivalla seilasit omallasi, minne lietkin
seilannut. Tänne jätit Kristian Petrovitsin, köyhyyteen jätit, kurjuuteen
jätit. Sinua itkee nyt Kristian Petrovits, hyvästi, Rasutovi, hyvästi!
Muistatko, kuinka ennen yhdessä ongittiin; muistatko, kuinka sikoja
syötettiin; muistatko? Muistatko vielä, kuka sinulle aina madon
koukkuun pani, muistatko kuka sylkäisi ja kalalykyn toivotti. Hyvästi
— ylen olit hyvä mies. Minkä annoit, niin annoit, jottet kahdesti
katsonut, etkä sanonut: muista antaneeni! Aina sanoit: ota, Kristian
Petrovits, sinulla on paljon suita, ota, vie, on minulla kyllä, ota, suut
täytä. Niin, niin, prossait, prossait, Rasutovi! Lohesi söin kyllä, mutta
pois söin paleltumasta. Kukonpoikiasi söin, Rasutovi, mutta pois söin
kärsimästä. Niin söin kuin olisit käskenyt: syö pois vaan, Kristian
Petrovits, köyhä olet, paljon on sinulla suita, syö pois, juo pois, muille
joutuisivat; hyvän panit aina madon onkeen, hyvät annoit neuvot —
viskaa onki tuohon, siinä on kalan pesä, siitä saat kuin saatkin! —
Prossait, Rasutovi, hyvästi, hyvästi! Tänne jätit minut, köyhyyteen
jätit!
Ja Ristian pillahti itkemään. Aikansa niiskuteltuaan hän katsella
toljotti laineitten kieppua ja auringon hehkuvaa kuvaista veden
vellahtelussa ja herkistyi sitten laulamaan surumielistä laulua:
Kyy kyy kylänlaidassa, siellä on huono ellää, sirkatsuu ja

sianlihaa siellä ei ookkaa kellää.
Kerrankin sai koko Järvituitun asemalla seisonut ajuririntama

yht'aikaa kyydin. Aamujunista tipahteli monennäköistä miestä,
herraa ja narria, ja kaikki tahtoivat Rasutovin nummille,
huutokauppaan.
— Tiedetään, hyvä — ajetaan!
Tuon tuosta hurahti nummenlaen porteilta kärrikuorma pihalle.

Nummisten teillä käveli miesryhmiä, jotka koputtelivat seiniä,
tarkastelivat katokseen nostettuja työkaluja ja pitivät monenlaista
arvostelevaa puhetta. Ristian ja muuan kyläukko kantelivat
päärakennuksesta huonekaluja, astioita, lamppuja ja kaikenkaltaista
tavaraa, jotka ladottiin keskelle pihaa isoiksi röykkiöiksi. Aina uuden
sylyksen tullessa kartanolle syöksähti sen kimppuun penkovia,
koputtelevia ja tunnustelevia miehiä. Tavara läjät suurenivat.
Kartanolle saapui yhä uutta väkeä.
Kaikki Järvituitun ukot olivat tulleet huutokauppaan. He istuivat

riveissä kujarakennusten seiniin nojaillen ja katselivat vieraitten
häärimistä kartanolla ja tavaroiden ilmestymistä auki leuhahtelevista
ovista. Juones sinkoili rivistä huomautuksia ja letkauksia, säälitteli ja
hyvitteli. Toiset olivat vaiti. Ukot istuivat muurina pihan laidassa ja
katselivat entisen elämänmenon jatkuvaa sammumista, joka oli ollut
heidän silmissänsä viime aikoina ainaisena näkynä. Jokaisella ukolla
oli osuutta tähän nummiston kaupunkiin, kenellä seinännostona,
kenellä lankunvetona, kenellä lapionpistona, kenellä
vasaranlyöntinä, kenellä mitenkin. Mutta kukaan ei vapissut
repimisen eikä hävittämisen pelosta; äijien mielissä oli vain häipyvä,
raukea muisto, jolla ei ollut masennuksen painoa. Ja ukot katselivat
tyynin otsin, miten vieras väki himokkaasti kolkutteli ja tutki heidän
kättensä jälkiä, hyötyäkseen niistä ja viedäkseen ne mukaansa.
Rakennukset ja niiden tekijät olivat liikahtamattomia ja rauhallisia:
seinät kohoilivat ainaisia varjojansa luoden, ja ukot istuivat
tarkkaavin silmin niihin painautuneina. Mutta heidän edessänsä
hälisi levoton, intohimoinen joukko: kunpa minä saisin tuon! tuota
minä yritän! tätä en laske hevillä käsistäni! ahah — tämän minä
pidänkin itselleni!
Tuonottain nummistossa käynyt salkkuherra ilmestyi

päärakennuksesta kartanolle. Hajautunut väki hyökkäsi
tavaravuorien ympärille tiheäksi päärmeeksi.
Vasara alkoi kolkutella, ja tavaravuoret hajosivat hitaasti pieniksi

röykkiöiksi kartanon nurkkiin, rattaille ja puitten juurille. Jokaisesta
rikkinäisestä astiastakin käytiin sotaa, ja vasara julisti tuomiotansa
kumein paukahduksin.
Iltaan mennessä oli koko kaupunki sen kymmenillä isännillä. Kuka

lukitsi makkaratupaa omanansa, kuka suunnitteli läävän purkamista,
kuka peitteli ansarin lasikattoa. Täyteläiset kuormat alkoivat nousta
hitaasti porteille, ja jokaisella poistajalla oli kainalossansa kantamus.
Niinkuin armoton hyökylaine olisi syöksynyt tavaroin kuormitetun
laiturin yli ja jättänyt jäljelle vain synkät laituriarkut muun mukanansa
viedessään, samoin jätti aamulla kartanolle syöksynyt ahnas
ihmistulva vain autiot seinät nummistoon. Muun se vei mukanansa
himokkaasti ja välkkävin silmin.
Ristian, Juones, salkkuherra ja tämän ajuri jäivät vielä tilintekoon.
Tässä tilinteossa tehtiin Ristianista rikas mies. Hän ahtoi

ällistelevin sormin viisituhatta markkaa palkkarahoja ruttuiseen
kukkaroonsa ja sai luvan ottaa Rasutovin muistoksi kaiken myymättä
jääneen rojun itsellensä. Juones sai viisisataisen omiksi
palkkarahoikseen ja lähti hyvitellen salkkuherran rattailla kylään.
Ja viimeisestä illasta nummistossa tulikin Ristianille ilon ilta. Hän

nuohoi Lovissan ja lapsikatraansa kanssa kaikki lukitsemattomat
suojat ja luhdit ja keräsi vähän kerrallaan kartanolle uuden
tavaravuoren, joka oli kuitenkin riekaleinen ja köyhä, mutta joka
Ristianista näytti saaliinkomealta. Siinä oli Rasutovin mattotuoli, joka
oli jäänyt uimahuoneelle, ankkuritynnyrit, onget, valjasroitot, tyhjät
pullot, rikkeimet puutarhatuolit, rännien alaiset saavit, kaivonämpärit
ja monet muut. Pimeään asti hiipivät Ristianin joukot ympäri
nummistoa ja rakensivat aina välillä hellin käsin tavaravuorta.
Yö meni uneksiessa uudestaan alkavaa kääpiötorpan elämää,

johon näytti jo nyt leimahtaneen pitkä ja kirkas valonsäde.
Jo varhain aamulla liikuttiin taas nummistossa. Ristian ja Lovissa

telkesivät hädästä kirkuvia ja siipiänsä pieksäviä kanoja saaveihin,
ämpäreiihin ja koreihin säkkikatteiden pimentoihin. Lapset kantelivat
rakennusten takaa leikkikalujansa ja monenlaista muuta murua.
— Viedään ensiksi nämä elukat ja sitten puretaan tuo Rasutovin

muistopatsas tuosta kartanolta. Muistoksi sen saat, sanoi
salkkuherra, muistoksi! Ja onhan tuossa minulle tavarapatsasta
kyllälti. Se on vielä Rasutovia kaikki!
Lovissa ja lapset tarttuivat varovasti kanojen vankiloihin, ja pian
hävisi niitä kantava jono nummien taakse.
Ristian irroitti kartanokoiran ja puhua suostutteli tälle:
— Tule sinäkin, rukkasnahka, vielä meille; pääset kerran lomalle

sinäkin! Suu enemmän taikka vähemmän minun hovissani ei
merkitse paljoa!
Tavaravuoresta Ristian lohkaisi mattotuolin selkäänsä ja lähti

koiraa taluttaen toisten jäljessä.
Ja päivän mittaan siirtyi Rasutovin muistopatsas kaikkine

nitvaleineen kääpiötorpan nurmikolle. Sitä ahdettiin sitten iltapuoli
minkä mihinkin, tupaan, aittaan ja kotaan.
Vielä illalla Ristian lähti kävelemään kylään aikeissa kuulustella

myytäviä maitolehmiä. Lapsiparvi juoksi samaan aikaan
nummistossa leikkimurut sylissänsä pelokkaana ja taaksensa
vilkuillen. Autioissa nurkissa oli vilahdellut — mitä lie vilahdellut.
Lapset juoksivat tiiviinä katraana kumisevien töyräitten yli kylän
turvalliseen läheisyyteen.
XI.
Metsäjärven nummistossa narahtelivat irtoavat naulat,

seinälaudoitukset kaatuilivat lumeen, hirsikerrokset sortuivat alas, ja
miesten huudot kaikuivat. Rasutovin entisiä rakennuksia purettiin
parhaillaan. Samat ukot, jotka olivat niitä aikoinaan hakanneet
pystyyn, raatelivat nyt niitä sekasortoisiksi röykyiksi pihalumille, josta
ne aina sikäli vedätettiin hirsikelkoilla asemalle mustien
vaunujonojen äärelle.
Ristian ja Juones purkivat pientä makkaratupaa ylimmäisen

nummen laella.
Harvakseen he kingoittelivat hirsikerroksia erilleen ja yltyivät aina

välillä nojailemaan työkaluihinsa ja pitämään pitkää puhetta.
— Kyllä se oli vaan aika Rasutovi, makkaratupakin näet piti vaan

olla itsellänsä, saati muuta. Minulla on vieläkin suussani niiden
ensimmäisten ja viimeisten makkaroiden maku, meille se ne syötti.
Ja kun ruokki sitten makkara-ammeitansa varten Rasutovi
nimikkokarjujansa, niin kyynelet silmissä välisti ruokki ja kehui
samalla, kuinka hyvästi syötti. Sanoi: Kristian Petrovits, jos makian
tahdot milloin sian, sinua neuvon: jauholla syötä, anna maitoa,
lämmintä maitoa, paljon anna, ja syyhytä sitten sika uneen. Se
lihottaa: syyhytä ja syötä! Itse aina hopiapäisellä kepillänsä syyhyttä
syöttämisen päälle maankyntäjät kyrsälleen ja oli hyvillänsä, ukko.
— Leikkipeliksi se katsoi Rasutovi koko elämän. Näkihän sen siitä,

miten rahoja levitteli; niin levitteli kuin paperia!
— A mikäs oli levitellessä, pankki oli, makasiina oli, laiva oli — sillä
seilasi vielä karkuun. Mitähän tekee nyt Rasutovi? Missä sikoja
syöttelee, missä keitättää makkaroita? A vot en tiedä! Mutta hyvä oli
mies, Rasutovi.
Muutama hirsi mätkähti makkaratuvan mataloituvista seinistä

lumeen.
Ristian ja Juones jäivät sitten tuijottamaan valkealle järvenselälle.
Irti repeävät laudat narahtelivat ilkeästi alemmilla töyräillä, ja

kumakat nummet kertailivat aina ääniä räikein kaiuin.
Päärakennuksella ukot hönkyivät tahdissa suuria taakkoja
liikutellessaan, ja hevosmiehet pitivät oman välttämättömän
mökänsä. Luminen maisema oli täynnänsä jäähyväisääntä.
— Järvelle, järvelle soudatti usein Rasutovi; hatun otti aina

päästänsä pois ja otsaansa silitti. Sanoi: Katsohan, Kristian
Petrovits, kuin on kaunis järvi! Niin on kuin kuva, kuin piirretty.
Näetkö, Kristian Petrovits? Ka miks’en näe, minä aina myönnyttelin,
vaikka minusta järvi kuin järvi. Ei tuo sen kummempi ole kuin
toinenkaan järvi. Ja niin oli hyvillänsä, kun kehuin: ensimmäinen on
tämä järvi, ensimmäinen. Vesikin on makeata, sajun saat keittää,
etkä sokuria tarvitse, niin on makeata. Ja sekös ukkoa nauratti.
— Sellainen ukko jos tätä mäkeä ikänsä hallitsi, niin kaupungin
teki Järvituitustakin ja maasta vieroitti vielä enemmän ihmiset kuin
ennen; orjiksi teki, rahalla kytki kuin lehmät vitjoihin ja sitten
mielihalustansa nummillansa marssitti ja teetti mitä tahtoi. Sen teki
kuin tekikin, jos täällä sai pelata. Ihminen on vielä täällä liian hetas,
liian vilkka: missä kuuli hyvän puheen, sinne juoksi nauramaan, sajut
joi päälle ja päivän nauroi; missä näki ruplia ojenneltavan, sinne
juoksi ja rapsakasti juoksikin, eikä hevillä palannut!
Pari hirttä vierähti taas lunta pölläyttäen maahan.
— Kuulehan, Ristian! Minä kun sanon sinulle suoraan, niin meillä

on molemmilla ollut sydänmunassa sama kiusa ja hätä. Minä sen
kärsin vain aikaisemmin ja aloin jo kilkistyä, kun sinulla vasta alkoi.
Minä kyllä näin, kuinka elämäsi pöyhisi kuin vehnätaikina. Syrjästä
katsoin ja ajattelin: Odota, Ristian, odota, vielä itket sinäkin itsesi
uuteen elämään! Ja kipeästi itketkin! En virkkanut mitään. Tallissa
kuhnin hiljalleen, kun sinä pelasit Rasutovin kanssa, ja vahvistelin
itseäni lopulliseen pakoon tästä ruplien juoksulaisuudesta. Ajattelin:
katsokaahan, kunhan vähän vielä paranen ja miehen työhön pystyn,
niin kyllä lopetan nämä leikit. Sitten tuli kuin kutsuttuna tämä keikaus
ja kajaus kaikki. Aluksi kirveli minuakin oikein vesisilmiin asti ja
luulin, loppu tuli kuitenkin kuin tulikin, ei päästä tästä uuteen
elämään ei millään. Mutta kun alkoivat ihmiset toipua ensi
pelästyksestänsä ja painua pelloillensa, silloin minäkin vasta oikein
ähkäsin pirskeyttäin ja tunsin, kuinka nyt toteutui se hivuttava
toivomus, jota silloin läsiessäni vuoroin rukoilin ja kielsin
tapahtumaan. Nyt rankoo entinen elämä vuorostansa sinua, mutta
hyvästi se sinua syöttikin. Anna rankoa, kyllä siitä vielä ehjistyt!

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MGMT6 6th Edition Chuck Williams

• Lesson Plan for Lecture (for large sections)

 What Would You Do? Case Assignment––Groupon

Highlighted Assignments Key Points

Supplemental Resources Where to Find Them

Chapter 8: Global Management 179

8.4 Explain how to find a favorable business climate.

8.5 Discuss the importance of identifying and adapting to cultural differences.

Chapter 8: Global Management 180

8.6 Explain how to successfully prepare workers for international assignments.

Lesson Plan for Lecture (for large sections)

Pre-Class Prep for You: Pre-Class Prep for Your Students:

Chapter 8: Global Management 181

Topics PowerPoint Slides Activities

8.2 Consistency or 9: Consistency or An issue around which to

8.5 Becoming Aware of 24: Becoming Aware

8.6 Preparing for an 26: Language and

Conclusion Possible assignments:

Remind students about any upcoming events.

Lesson Plan for Group Work (for smaller classes)

Pre-Class Prep for You: Pre-Class Prep for Your Students:

Warm Up Begin Chapter 8 by asking your students the following questions:

Chapter 8: Global Management 183

Lecture on What Is Global Business? (Section 8.1).

Break for the following group activity:

“World Trade and You”

If you didn’t lecture on Section 8.1 prior to the activity, do so now.

Break for the following activity:

“Around the World”

Lecture on Becoming Aware of Cultural Differences and Preparing for an International

Chapter 8: Global Management 184

Remind students about any upcoming events.

Assignments with Teaching Tips and Solutions

What Would You Do? Case Assignment

Chapter 8: Global Management 185

If you were in charge at Groupon, what would you do?

What Really Happened? Solution

Chapter 8: Global Management 186

Chapter 8: Global Management 187

Chapter 8: Global Management 188

Steps 1–2: Interpreting Worldmindedness Scores

Chapter 8: Global Management 189

(From Boatler, 1992)

Worldmindedness by Major Average WM Score

(From Boatler, 1992)

Speaking more languages leads to increased worldmindedness.

Worldmindedness by Language and Major Average WM

(From Boatler, 1992)

WM by Major and Gender Average WM Score

Chapter 8: Global Management 190

Step 3: Develop a plan to increase your global managerial potential.

Chapter 8: Global Management 191

Management Team Decision

Chapter 8: Global Management 194

Practice Being a Manager

Step 4: Make recommendations. As a group, agree on some recommendations to the multinational

Chapter 8: Global Management 195

TEACHING NOTES––PRACTICE BEING A MANAGER

Exercise Overview and Objective

Chapter 8: Global Management 196

Develop Your Career Potential

BUILDING CULTURAL BRIDGES INSIDE AMERICAN BUSINESS