You Manage It! 3: Global Two Sides to Every Story

Four years ago, Pressman Company, a U.S.-based firm, entered into a joint venture with a Polish firm to manufacture a variety of plumbing supplies, both for the internal Polish market and for export to neighboring countries. Last week Pressman received the resignation of Jonathan Smith, an expatriate from the home office who nine months ago was appointed general manager of the Polish subsidiary for a four-year term. In the previous 39 months, two other expatriate general managers had also decided to call it quits long before their foreign assignments expired. In addition, 13 of the 28 U.S. technicians sent to work in the Polish facility returned home early. George Stevens, a senior vice president in corporate headquarters, estimates that these expatriates’ resignations and early returns have cost the company at least $4 million in direct expenses and probably three times as much in lost production and delayed schedules.

When he heard rumors of widespread discontent in the workforce and a threatened strike, Stevens decided to travel to the Polish facility to find out what was happening. In the course of interviewing five local supervisors and 10 workers with the help of a translator, he repeatedly heard three complaints: first, the American managers and technicians thought they “knew it all” and treated their Polish counterparts with contempt; second, the American employees had unrealistic expectations of what could be accomplished within the stipulated deadlines established at corporate headquarters; and third, American employees were making three times more money than their Polish counterparts and enjoyed looking down their noses at locals by driving fancy cars, living in expensive homes, and hiring an army of maids and helpers.

When he arrived back in the States, Stevens also interviewed Jonathan Smith and five of the technicians who returned early. Some common reasons for their early resignations emerged from these interviews. First, they described their Polish colleagues as “lazy” and “just doing the minimum to get by while keeping a close eye on the clock for breaks, lunches, and go-home time.” Pushing them to work harder only provoked anger. Second, they indicated that the Polish workers and managers had a sense of entitlement with little intrinsic motivation and initiative. Third, they complained of loneliness and their inability to communicate in Polish. Finally, most reported that their spouses and children were homesick and longing to return to the States after the first month or so. As he sits in his office, George Stevens is staring blankly out the window, trying to decide what to do.

Critical Thinking Questions

  1. 17-26. Based on what you have learned in this chapter, what do you think are the underlying problems in the Polish subsidiary of Pressman Company?

  2. 17-27. How would you account for the sharp differences in the perceptions of the Polish locals and U.S. expatriates?

  3. 17-28. If you were hired as a consultant by Pressman Company, what steps would you recommend that Stevens take?

Team Exercises

  1. 17-29. Students form pairs. One student plays Stevens, the other an HRM consultant. Role-play the initial meeting between these two, with Stevens explaining the problems at the Polish plant and the consultant identifying the additional information that will be needed to get to the root of the difficulties, and how this information might be collected.

      Students form into groups of four or five. Each group’s task is to make suggestions for the content of a training program for the next group of employees to be sent to Pressman’s Polish plant. Besides information from this chapter, use principles you learned from Chapter 4, “Managing Diversity,” and Chapter 8, “Training the Workforce,” to develop these programs. When the task is finished (approximately 20 minutes), a member from each group should present the group’s recommendations to the class. How similar or dissimilar are the groups’ recommendations? Why? Which recommendations are likely to be most effective?

Experiential Exercise: Team

  1. 17-30. One student will role-play a Polish employee while another role-plays a U.S. expatriate. Each will present his or her perspective to the HR director of Pressman Company (role-played by another student) who will try to understand and bridge the differences between the two. Role-play should last for approximately 10 to 15 minutes, followed by an open class discussion moderated by the instructor.

Experiential Exercise: Individual

  1. 17-31. You have been hired as a management consultant located in the United States to offer some suggestions as to how the situation should be handled. First diagnose the causes of the problem based on what you have learned in this chapter. Then develop a set of recommendations to best deal with the situation.

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