Understanding Business

Understanding Business

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Understanding Business ELEVENTH EDITION William G. Nickels University of Maryland

James M. McHugh St. Louis Community College at Forest Park

Susan M. McHugh Applied Learning Systems

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UNDERSTANDING BUSINESS, ELEVENTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2016 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous edition © 2013, 2010, and 2008. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written con- sent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broad- cast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5

ISBN 978-0-07-802316-3 MHID 0-07-802316-5

Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products & Markets: Michael Ryan Vice President, Content Design & Delivery: Kimberly Meriwether David Managing Director: Susan Gouijnstook Brand Manager: Anke Weekes Director, Product Development: Meghan Campbell Marketing Manager: Michael Gedatus Marketing Specialist: Liz Steiner Associate Market Development Manager: Andrea Scheive Product Developer: Kelly Delso Digital Product Analyst: Kerry Shanahan Director, Content Design & Delivery: Terri Schiesl Program Manager: Mary Conzachi Content Project Managers: Christine Vaughan , Danielle Clement, and Judi David Buyer: Carol A. Bielski Design: Srdjan Savanovic Content Licensing Specialist: Carrie Burger Cover Image: © Maureen McCutcheon Compositor: Laserwords Private Limited Typeface: 10/12 New Aster Printer: R. R. Donnelley

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data Nickels, William G. Understanding business / William G. Nickels, James M. McHugh, Susan M. McHugh. —Eleventh edition. pages cm ISBN 978-0-07-802316-3 (alk. paper) 1. Industrial management. 2. Business. 3. Business—Vocational guidance. I. McHugh, James M. II. McHugh, Susan M. III. Title. HD31.N4897 2016 658—dc23 2014030245

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

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To our families—Marsha, Joel, Carrie, Claire, Casey, Dan, Molly, Michael, Patrick, and Quinn. Thank you for making everything worth doing and giving us the support to do it well!

and To the team that made this edition possible, especially the instructors and students who gave us such valuable guidance as we developed the text and package.

dedication

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Bill Nickels is emeritus professor of business at the University of Maryland, College Park. He has over 30 years’ experience teaching graduate and undergraduate business courses, including introduction to business, marketing, and promotion. He has won the Outstanding Teacher on Campus Award four times and was nominated for the award many other times. He received his M.B.A. degree from Western Reserve University and his Ph.D. from The Ohio State University. He has written a marketing communications text and two marketing principles texts in addition to many articles in business publications. He has taught many seminars to businesspeople on subjects such as power communications, marketing, non-business marketing, and stress and life management. His son, Joel, is a professor of English at the University of Miami (Florida).

Jim McHugh holds an M.B.A. degree from Lindenwood University and has had broad experience in education, business, and government. As chairman of the Business and Economics Department of St. Louis Community College–Forest Park, Jim coordinated and directed the development of the business curriculum. In addition to teaching sev- eral sections of Introduction to Business each semester for nearly 30 years, Jim taught in the marketing and management areas at both the undergraduate and graduate levels. Jim enjoys conducting business seminars and consulting with small and large businesses. He is actively involved in the public service sector and served as chief of staff to the St. Louis County Executive.

Susan McHugh is a learning specialist with extensive training and experience in adult learning and curriculum development. She holds an M.Ed. degree from the Uni- versity of Missouri and completed her course work for a Ph.D. in education administra- tion with a specialty in adult learning theory. As a professional curriculum developer, she has directed numerous curriculum projects and educator training programs. She has worked in the public and private sectors as a consultant in training and employee development. While Jim and Susan treasure their participation in writing projects, their greatest accomplishment is their collaboration on their three children. Casey is carrying on the family’s teaching tradition as an adjunct professor at Washington Uni- versity. Molly and Michael are carrying on the family writing tradition by contributing to the development of several supplementary materials for this text.

A B

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H E

A U

T H

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The Platinum Experience

W A

L K

T H

R O

U G

H

Understanding Business has long been the MARKET LEADER. We’ve listened to you and your students and that’s helped us offer you:

Resources that were developed based directly on your feedback—all geared to make the most of your time and to help students succeed in this course. All the supplemental resources for Understanding Business are carefully reviewed by Bill, Jim, and Susan to ensure cohesion with the text.

Technology that leads the way and is consistently being updated to keep up with you and your students. Connect Business offers students a truly interactive and adaptive study arena. Interactive Presentations, Interactive Applications, SmartBook, and LearnSmart are designed to engage students and have been proven to increase grades by a full letter.

Support that is always available to help you in planning your course, working with technology, and meeting the needs of you and your students.

KEEPING UP WITH WHAT’S NEW Users of Understanding Business have always appreciated the currency of the material and the large number of examples from companies of all sizes and industries (e.g., service, manufacturing, nonprofit, and profit) in the United States and around the world. A glance at the Chapter Notes will show you that almost all of them are from 2013 or 2014. Accord- ingly, this edition features the latest business practices and other developments affecting business including:

• U.S. economic status post-financial crisis and recession

• Growing income inequality

• Gross output (GO)

• Core inflation

• Trans-Pacific Partnership

• Types of social commerce

• JOBS Act of 2012

• Crowdinvesting vs. crowdfunding

• Big data

• Nanomanufacturing

• Generation Z

• Alpha Generation

• Affordable Care Act (Obamacare)

• Ethnographic segmentation

• Mobile/social/on-demand marketing

• Bitcoin and other cryptocurrencies

• Net neutrality

• Internet of Things (IoT)

• And much, much more

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RESULTS-DRIVEN TECHNOLOGY FOR STUDENTS Across the country, instructors and students continue to raise an important question: How can introduction to business courses further support students throughout the learning process to shape future business leaders? While there is no one solution, we see the impact of new learning technologies and innovative study tools that not only fully engage students in course material but also inform instructors of the students’ skill and comprehension levels.

Interactive learning tools, including those offered through McGraw-Hill Connect, are being implemented to increase teaching effectiveness and learning efficiency in thousands of colleges and universities. By facilitating a stronger connec- tion with the course and incorporating the latest technologies—such as McGraw-Hill LearnSmart, an adaptive learning program—these tools enable students to succeed in their college careers, which will ultimately increase the percentage of students completing their postsecondary degrees and create the business leaders of the future.

Connect McGraw-Hill Con- nect is the leading online assignment

and assessment solution that connects students with the tools and resources they need to achieve success while providing instructors with tools to quickly pick content and assignments according to the learning objectives they want to emphasize.

Connect improves student learning and retention by adapting to the individual student, reinforcing concepts with engaging presenta- tions and activities that prepare students for class, help them master concepts, and review for exams. You can learn more about what is in Connect on the next page.

Grade Distribution

Without LearnSmart

A 30.5%

B 33.5%

C 22.6%

A 19.3%

B 38.6%

C 28.0%

With LearnSmart

58% more As with LearnSmart

With LearnSmart

Without LearnSmart

Student Pass Rate

25% more students passed with LearnSmart

SmartBook Achieve A revolution in reading Fueled by LearnSmart, SmartBook Achieve is the first and only adaptive reading experi- ence available today. SmartBook per- sonalizes content for each student in a continuously adapting reading experi- ence. Reading is no longer a passive and linear experience, but an engaging and dynamic one where students are more likely to master and retain impor- tant concepts, coming to class better prepared.

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Leveraging a continuously adaptive learning path, the program adjusts to each stu- dent individually as he or she progresses through the program, creating just-in-time learn- ing experiences by presenting interactive content that is tailored to each student’s needs. This model is proven to accelerate learning and strengthen memory recall. A convenient time-management feature and turnkey reports for instructors also ensure student’s stay on track.

Interactive Presentations Aid for Visual Learners These visual pre- sentations within Connect are designed to rein- force learning by offering a visual presentation of the learning objectives highlighted in every chapter of the text. Interactive presentations are engaging, online, professional presentations (fully Section 508 compliant) covering the same core concepts directly from the chapter, while offer- ing additional examples and graphics. Interactive Presentations teach students learning objectives in a multimedia format, bringing the course and the book to life. Interactive Presentations are a great prep tool for students—when the students are bet- ter prepared, they are more engaged and better able to participate in class.

Click and Drag exercises allow students to reinforce key models/processes by requiring stu- dents to label key illustrations and models from the text or build a process, and then demonstrate application-level knowledge.

Interactive Applications A higher level of learning These exercises require students to APPLY what they have learned in a real-world scenario. These online exercises will help students assess their understanding of the concepts.

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Decision generators require students to make real business decisions based on specific real- world scenarios and cases.

Comprehensive Cases encourage students to read a case and answer open-ended discussion questions to demonstrate writing and critical- thinking skills.

Manager’s Hotseat ( Connect Library)— short video cases that show 15 real managers applying their years of experience in confronting certain management and organizational behavior issues. Students assume the role of the manager as they watch the video and answer multiple-choice questions that pop up during the segment, forc- ing them to make decisions on the spot. Students learn from the managers’ unscripted mistakes

and successes, and then do a report critiquing the managers’ approach by defending their reasoning.

Video Cases Real-world assignments Industry-leading video support helps students understand concepts and see how real companies and professionals implement business principles in the workplace. The video cases highlight companies from a broad range of industries, sizes, and geographic locations, giving students a perspective from a variety of businesses.

Video cases give students the opportunity to watch case videos and apply chapter concepts to a real-world business scenario as the scenario unfolds.

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PLATINUM EXPERIENCE STUDENT-FRIENDLY FEATURES Learning Objectives Everything in the text and supplements package ties back to the chapter learning objectives. The learning objectives listed throughout the chapter help students preview what they should know after reading the chapter. Chapter summaries test students’ knowledge by asking ques- tions related to the learning objectives. The Test Bank, Instructor’s Manual, PowerPoints, Online Course, and Connect are all organized according to the learning objectives.

Getting to Know Business Professionals Every chapter in the text opens with the pro- file of a business professional whose career relates closely to the material in the chapter. These business professionals work for a vari- ety of businesses from small businesses and nonprofit organizations to large corporations. These career profiles are an engaging way to open the chapter and to introduce students to a variety of business career paths.

name that company

This Swiss-based company has many foreign subsidiaries including Jenny Craig (weight management), Ralston Purina, Chef America (maker of Hot Pockets), and Dreyer’s Ice Cream in the United States, as well as Perrier in France. The company employs over 328,000 people and has operations in almost every country in the world. Name that company. (Find the answer in the chapter.)

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Name That Company Every text chapter opens with a Name That Company challenge. The answer for the challenge can be found somewhere in the chapter.

Test Prep Questions help students understand and retain the material in the chapters. These questions stop them at important points in the chapter to assess what they’ve learned before they continue reading and help them prep for exams.

• What are the advantages to a firm of using licensing as a method of entry in global markets? What are the disadvantages?

• What services are usually provided by an export-trading company?

• What is the key difference between a joint venture and a strategic alliance?

• What makes a company a multinational corporation?

• What are the advanta

test prep ges to aa firm ofges

Use LearnSmart t o help retain

what you have lear ned. Access

your instructor’s C onnect course

to check out Learn Smart, or go to

learnsmartadvanta ge.com for help.

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Seeking Sustainability boxes highlight corporate responsibility and help students understand the various ways business activities affect the environment.

seeking sustainability

When it comes to sustainable products, making sure an item is environmentally sound is just the first step. After all, the word “sustainability” implies that something will last for a long time. A shoddy product that needs to be replaced often takes a hefty toll on resources, which can cancel out the envi- ronmental benefits of even the greenest production methods.

That’s why Rickshaw Bagworks in San Francisco makes sustainable accessories designed to last for the long term. For instance, at first the com- pany began producing bags using expensive Italian wool herring- bone tweed. Although the fabric was beautiful and environmentally friendly, the prototypes wore out in a manner of weeks. So Rickshaw teamed up with an

upholstery mill to create its own fabric, Rickshaw Performance Tweed. Made from recycled plas- tic bottles, this synthetic fabric ended up being stronger and more eco-friendly while still look- ing gorgeous as a handbag.

Rickshaw employees and executives abide by the compa- ny’s “three Fs” of sustainable design: form, function and foot- print. Not only must a product make as small a carbon footprint as possible, it must also serve a long-term practical function and look great doing it. That’s why Rickshaw’s messenger bags are designed in a way that ensures every piece of fabric cut by the

company makes it into the bag. The company’s dedication to sustainability is even incorpo-

rated in its name, which means “human powered vehicle” in Japanese. Do you think more com- panies should be as dedicated to sustainability as Rickshaw?

Sources: Mark Dwight, “How to Build a Sustainable Business,” Inc., November 2013; and http://blog.rickshawbags.com/the-rickshaw-story/ , accessed February 2014.

www.rickshawbags.com

Sustainability’s in the Bag

y

ex ny de pr m as lo lo Ri de ev

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Media-Rich E-Book Connect provides students with a cost-saving alternative to the traditional textbook. A seamless integration of a media-rich e-book features the following:

• A web-optimized e-book, allowing for anytime, anywhere online access to the textbook.

• Our iSee It! animated video explanations of the most often confused topics can be accessed within this e-book.

• Highlighting and note-taking capabilities.

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Human Resource Management: Finding and Keeping the

Best Employees

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Learning Objectives AFTER YOU HAVE READ AND STUDIED THIS CHAPTER, YOU SHOULD BE ABLE TO

LO 11-1 Explain the importance of human resource management, and describe current issues in managing human resources.

LO 11-2 Illustrate the effects of legislation on human resource management.

LO 11-3 Summarize the five steps in human resource planning.

LO 11-4 Describe methods that companies use to recruit new employees, and explain some of the issues that make recruitment challenging.

LO 11-5 Outline the six steps in selecting employees.

LO 11-6 Illustrate employee training and development methods.

LO 11-7 Trace the six steps in appraising employee performance.

LO 11-8 Summarize the objectives of employee compensation programs, and evaluate pay systems and fringe benefits.

LO 11-9 Demonstrate how managers use scheduling plans to adapt to workers’ needs.

LO 11-10 Describe how employees can move through a company: promotion, reassignment, termination, and retirement.

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Tony Hsieh

• CEO of Zappos

• Created an offbea t but efficient

workplace

• Empowers staffers to wow

customers

www.zappos.com

@zappos

A lthough online shopping sites are becoming the dominant force in the retail world, they often fall short of their brick- and-mortar rivals in terms of customer service. At the online shoe vendor Zap- pos, however, a unique company culture ensures customers don’t have to sacri- fice quality service for convenience.

When Tony Hsieh joined Zappos as CEO, he wanted to change the corporate work environment for the better. After sell- ing his first company to Microsoft for a whopping $265 million, Hsieh didn’t want a job in a gray, cubicle-filled office. “For me, I didn’t want to be part of a company where I dreaded going into the office,” said Hsieh. To set Zappos apart from other online retailers, he wanted his ser- vice representatives to wow customers with their energy and expertise. To do that Hsieh needed upbeat employees who were motivated by the love of their work. He gave his call center staffers remark- able freedom, allowing them to talk to customers for hours at a time or send flowers and thank-you notes on the com- pany’s dime.

Not only does this strategy do won- ders for customer satisfaction, it also keeps employee morale sky high. In order to succeed at this job, Zappos’s service reps must be creative, energetic, generous, and understanding. But this commitment to excellence doesn’t end with the company’s spirited call center employees. When candidates for depart- ments like marketing or management reach the interview stage, Hsieh starts testing them before they even set foot in the company’s Las Vegas headquarters. “A lot of our job candidates are from out of town, and we’ll pick them up from the airport in a Zappos shuttle, give them a tour, and then they’ll spend the rest of the day interviewing,” said Hsieh. “At the end of the day of interviews, the recruiter will circle back to the shuttle driver and ask how he or she was treated. It doesn’t matter how well the

day of interviews went, if our shuttle driver wasn’t treated well, then we won’t hire that person.” The examination doesn’t end once the person lands the job. Regardless of their position, new hires must spend their first month help- ing customers in the call center. If they can’t thrive, they’re gone.

A long with creating open and acces- sible work environments, Hsieh also tries to break down as many barriers between employees and management as possi- ble. Zappos executives are affectionately referred to as “monkeys,” and the best view from the company’s 10-story Vegas high-rise is reserved for the call center workers. In fact, Hsieh puts so much faith in his staff that in 2014 he announced Zappos would be eliminating most of its traditional managers, corporate titles, and hierarchy entirely. Instead, the com- pany will be replacing its standard chain of command with a “hol- acracy.” This new company structure splits employees into overlapping but mostly self- ruling “circles” that allow them to have a greater voice in how the company is run. Although time will tell whether or not this radical system works, Tony Hsieh’s commitment to an offbeat but efficient workplace has already grown Zappos into a $2 billion company. If anybody can pull off such an unorthodox office structure, it’s Hsieh.

In this chapter, you’ll learn how businesses that succeed like Zappos recruit, manage, and make the most of their employees.

Sources: Jena McGregor, “Zappos Says Goodbye to Bosses,” The Washington Post, January 3, 2014; Edward Lewine, “Tony Hsieh’s Office: Welcome to the Rain Forest,” The New York Times, December 28, 2013; Max Nisen, “Tony Hsieh’s Brilliant Strategy for Hiring Kind People,” Business Insider, November 22, 2013; Kim Bhasin, “Tony Hsieh: Here’s Why I Don’t Want My Employees to Work From Home,” Business Insider, March 6, 2013; and Adam Bryant, “On a Scale of 1 to 10, How Weird Are You?” The New York Times, January 9, 2010.

Getting to know  Tony Hsieh

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reaching beyond our borders

For decades McDonald’s has been the undisputed king of global food fran- chising. With more than 34,000 restaurants in over 118 countries, Mickey D’s serves more than 69 mil- lion customers every day.

So how did McDonald’s become such a global powerhouse? It certainly didn’t get there through hamburgers alone. Since it first began expanding overseas, McDonald’s has been careful to include regional tastes on its menus along with the usual Big Mac and French fries. For instance, in Thailand patrons can order the Samurai Burger, a pork-patty sandwich marinated in teriyaki sauce and topped with mayon- naise and a pickle. If fish is more your taste, try the Ebi Filet-o shrimp sandwich from Japan.

McDonald’s is also careful to adapt its menus to local customs and culture. In Israel, all meat served in the chain’s restaurants is 100 percent kosher beef. The com- pany also closes many of its restau- rants on the Sabbath and religious holidays. McDonald’s pays respect

to religious sentiments in India as well by not including any beef or pork on its menu. For more exam- ples, go to www.mcdonalds.com and explore the various McDonald’s international franchises websites. Notice how the company blends the culture of each country into the restaurant’s image.

McDonald’s main global market concern as of late has been Asia. So far McDonald’s strategy seems to be working. In Shanghai the company’s Hamburger University attracts top-level college graduates to be trained for management posi- tions. Only about eight out of every 1,000 applicants makes it into the

program, an acceptance rate even lower than Harvard’s! McDonald’s is reaching out further in Asia and in 2014 opened its first store in Vietnam. The Vietnamese location in Ho Chi Minh City is the coun- try’s very first drive-thru restaurant. Bringing McDonald’s to Vietnam is a dream come true for Henry Nguyen, founder of Good Day Hospitality, who has been wanting to introduce

the brand to Vietnam for over a decade. Nguyen brought in 20 top McDonald’s employees from Australia to help aid in the opening while also sending pro- spective Vietnamese employees to Queensland to learn the ropes in a real-life restaurant setting. In the end, one can only hope that McDonald’s remains dedicated to quality as it continues adapting and expanding into the global market.

Sources: Erin Smith, “Some McSkills to Share,” The Warwick Daily News, February 4, 2014; Kate Taylor, “New Year, New Expansion: McDonald’s to Open First Restaurant in Vietnam,” Entrepreneur, December 23, 2013; Vivian Giang, “McDonald’s Hamburger University: Step inside the Most Exclusive School in the World,” Business Insider, April 7, 2012; and McDonald’s, www.mcdonalds .com , accessed February 2014.

www.mcdonalds.com

McDonald’s: Over 100 Cultures Served

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Reaching Beyond Our Borders boxes focus on global issues surrounding business.

Making Ethical Decisions boxes offer students eth- ical dilemmas to consider.

making ethical decisions

The Affordable Care Act (ACA) may bring some relief to astro- nomical insurance costs. But as premiums continue to rise at home, overseas in countries like Thailand, Colombia, and India, health care is not only affordable, it’s also high quality. For instance, in the United States it would cost Patrick Follett, an avid skier, at least $65,000 for his hip replace- ment surgery. Unlike some Americans, Follett had medical insurance and would have part of the procedure covered. However, it would have still cost him at least

$10,000 out-of-pocket. Follett, like 1.6 million other Americans, started looking for treatment else- where. In March of 2012, he underwent surgery in Mexico and was back on the California ski slopes in March of 2013. His total bill: $10,000, all of which was cov- ered by his company.

Right now, few American com- panies include medical tourism in their health care plans, but some of the larger companies like Aetna and WellPoint are working with companies to include inter- national coverage. It’s even

expected to become a booming industry with worldwide annual growth estimated between 20 and 30 percent. Would it be ethi- cal to force patients to travel thousands of miles and be sepa- rated from friends and family in a time of crisis in order to save money?

Sources: Medical Tourism Association, “Medical Tourism Sample Surgery Cost Chart,” www .medicaltourismassociation.com/en/for-patients. html , accessed March 2014; Kevin Gray, “Medical Tourism: Overseas and Under the Knife,” Men’s Journal, November 2013; and Elisabeth Rosenthal “The Growing Popularity of Having Surgery Overseas,” The New York Times, August 6, 2013.

www.medicaltourism.com

Making Your Operation Your Vacation

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PLATINUM EXPERIENCE INSTRUCTOR RESOURCES Connect offers instructors autogradable material in an effort to facilitate learning and to save time.

Student Progress Tracking

spotlight on small business

Although Americans love to watch sports, professional athletes often receive criticism for collecting enormous paychecks. After all, some sports stars make more money in a single season than many educators or nurses would see in a lifetime. But matters can change drastically for athletes once their playing days end. Suddenly skills that you’ve spent your entire life honing are obso- lete, often leading to confusion over what to do next.

When faced with this problem, the groundbreaking former NBA center Yao Ming opted to use his resources to start a business. Although this is a common post- retirement tactic for many ath- letes, Yao didn’t unveil a line of

athletic wear or open a chain of sports bars. Instead, he estab- lished a high-end winery in California’s famous Napa Valley. Although many wealthy Chinese celebrities have bought vine- yards, Yao has set himself apart by building a brand from scratch

rather than investing in an exist- ing operation. A national hero in China, Yao Family Wines uses the name recognition of its seven- and-half-foot founder to appeal to the nation’s growing consumer class. Yao’s wines are intention- ally expensive: the cheapest vin- tage goes for about $87 while the priciest bottle, Yao Ming Family Reserve, lists for more than $1,000. With premium brands still a rarity in China, Yao could end up being just as influential in the Chinese business world as he was on the basketball court.

Sources: Jason Chow, “Yao Ming’s Napa Winery Stoops to Conquer China’s Middle Class,” The Wall Street Journal, September 5, 2013; and Michelle FlorCruz, “Yao Ming’s Wine Company Sets Sights on China’s Growing Middle Class,” International Business Times, September 6, 2013.

www.yaofamilywines.com

From Setting Picks to Picking Grapes

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Spotlight on Small Business boxes feature how the concepts in the chapter relate to small businesses.

Connect Insight is a powerful data analytics tool that allows instructors to leverage aggregated information about their courses and students to provide a more personalized teach- ing and learning experience.

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Connect’s Instructor Library Connect’s Instructor Library serves as a one-stop, secure site for essential course materi- als, allowing you to save prep time before class. The instructor site resources found in the library include:

• Instructor’s Manual

• PowerPoint Presentations

• Test Bank/EZ Test

• Monthly Bonus Activities

• Videos

• Video Guide

• Connect Instructor’s Manual

Instructor’s Manual: The authors have carefully reviewed all resources provided in the Instructor’s Manual to ensure cohesion with the text. It includes everything an instruc- tor needs to prepare a lecture, including lecture outlines, discussion questions, and teaching notes. More than 900 PowerPoint slides offer material from the text, as well as expanded coverage to supplement discussion.

PowerPoint Presentations: More than 900 PowerPoint slides offer material from the text, as well as expanded coverage to supplement discussion.

Test Bank and EZ Test Online: The Test Bank and Computerized Test Bank offer over 8,000 multiple-choice, true/false, short answer, essay, and application questions. ISBN: 0077474376

Monthly Bonus Activities: Monthly Bonus Activities contain a variety of tools to help freshen your classes: (1) links to interesting new videos; (2) abstracts of recent articles with accompanying critical-thinking questions to spark class discussion (sample answers included); and (3) a PowerPoint file that integrates these elements in an easy-to-use pack- age. If you’re a current adopter of the text, then we are already sending you the Monthly Bonus Activities. If you are not receiving them and would like to, please contact your McGraw-Hill Sales Representative.

Videos: Chapter-specific videos are provided to complement each chapter of the text. Eleven of the 20 videos have been updated to include interesting companies that students will identify with such as SXSW, Sonic, and Whole Foods.

Video Guide: The Video Guide offers additional detailed teaching notes to accompany the chapter videos, and provides essay-style and multiple-choice questions.

Connect Instructor’s Manual: This Instructor’s Manual offers instructors what they need to set up Connect for their courses. It explains everything from how to get started to suggestions of what to assign and ideas about assigning credit. This tool was developed by instructors who have used and continue to use Connect successfully in their course.

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xiv

PLATINUM EXPERIENCE TEACHING OPTIONS AND SOLUTIONS

Blackboard Partnership McGraw-Hill Education and Blackboard have teamed up to simplify your life. Now you and your students can access Connect and Create right from within your Black- board course—all with one single sign-on. The grade books are seamless, so when a student completes an integrated Connect assignment, the grade for that assignment automatically (and instantly) feeds your Blackboard grade center. Learn more at www.domorenow.com.

Create Instructors can now tailor their teaching resources to match the way they teach! With McGraw-Hill Create, www.mcgrawhillcreate.com , instructors can easily rearrange

chapters, combine material from other content sources, and quickly upload and integrate their own content, like course syllabi or teaching notes. Find the right content in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange the material to fit your teach-

ing style. Order a Create book and receive a complimentary print review copy in three to five business days or a complimentary electronic review copy via e-mail within one hour. Go to www.mcgrawhillcreate.com today and register.

Tegrity Campus Tegrity makes class time available 24/7 by automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start-and-stop process, you capture all computer screens and

corresponding audio. Students can replay any part of any class with easy-to-use browser-based viewing on a PC or Mac. Educators know that the more students can see, hear, and experience class resources, the better they learn. In fact, studies prove it. With patented Tegrity “search anything” technology, students instantly

recall key class moments for replay online or on iPods and mobile devices. Instructors can help turn all their students’ study time into learning moments immediately supported by their lecture. To learn more about Tegrity, watch a two-minute Flash demo at http:// tegritycampus.mhhe.com .

McGraw-Hill Campus McGraw-Hill Campus is a new one-stop teaching and learning experience available to users of any learning management system. This institutional service allows faculty and students to enjoy single sign-on (SSO) access to all McGraw-Hill Higher Education

materials, including the award-winning McGraw-Hill Connect platform, from directly within the institution’s website. With McGraw-Hill Campus, faculty receive instant access to teaching materials (e.g., eTextbooks, test banks, Power Point slides, animations, learning objects, etc.), allowing them to browse,

search, and use any instructor ancillary content in our vast library at no additional cost to instructor or students.

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xv

COURSE DESIGN AND DELIVERY In addition, students enjoy SSO access to a variety of free content (e.g., quizzes, flash cards, narrated presentations, etc.) and subscription-based products (e.g., McGraw-Hill Connect). With McGraw-Hill Campus enabled, faculty and students will never need to create another account to access McGraw-Hill products and services. Learn more at www.mhcampus.com.

Assurance of Learning Ready Many educational institutions today focus on the notion of assurance of learning, an important element of some accreditation standards. Understanding Business is designed specifically to support instructors’ assurance of learning initiatives with a simple yet pow- erful solution. Each test bank question for Understanding Business maps to a specific chapter learning objective listed in the text. Instructors can use our test bank software, EZ Test and EZ Test Online, to easily query for learning objectives that directly relate to the learning outcomes for their course. Instructors can then use the reporting features of EZ Test to aggregate student results in similar fashion, making the collection and presenta- tion of assurance of learning data simple and easy.

AACSB Tagging McGraw-Hill Education is a proud corporate member of AACSB International. Under- standing the importance and value of AACSB accreditation, Understanding Business recognizes the curricula guidelines detailed in the AACSB standards for business accred- itation by connecting selected questions in the text and the test bank to the six general knowledge and skill guidelines in the AACSB standards. The statements contained in Understanding Business are provided only as a guide for the users of this textbook. The AACSB leaves content coverage and assessment within the purview of individual schools, the mission of the school, and the faculty. While the Understanding Business teaching package makes no claim of any specific AACSB qualification or evaluation, we have within Understanding Business labeled selected questions according to the six general knowledge and skills areas.

McGraw-Hill Customer Experience Group Contact Information At McGraw-Hill Education, we understand that getting the most from new technology can be challenging. That’s why our services don’t stop after you purchase our products. You can e-mail our Product Specialists 24 hours a day to get product training online. Or you can search our knowledge bank of Frequently Asked Questions on our support website. For Customer Support, call 800-331-5094 or visit www.mhhe.com/support . One of our Technical Support Analysts will be able to assist you in a timely fashion.

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xvii

Ashraf Almurdaah, Los Angeles City College

Lydia Anderson, Fresno City College

Chi Anyasi-Archibong, North Carolina A&T

Maria Aria, Camden County College

Michael Aubry, Cuyamaca College

Frank Barber, Cuyahoga Commu- nity College

Richard Bartlett, Columbus State Community College

Lorraine P. Bassette, Prince George’s Community College

Jim Beard, University of Arkansas–Fort Smith

Amy Beattie, Champlain College

Charles Beem, Bucks County Community College

Robert Bennett, Delaware County Community College

Michael Bento, Owens Community College

George H. Bernard, Seminole State College of Florida

Marilyn Besich, Montana State University–Great Falls

Dennis Brode, Sinclair Community College

Kathy Broneck, Pima Community College

Harvey Bronstein, Oakland Com- munity College

Jerri Buiting, Baker College–Flint

Bonnie Chavez, Santa Barbara City College

Savannah Clay, Central Piedmont Community College

Paul Coakley, Community College of Baltimore County

Patrick Conroy, Delgado Community College

James Darling, Central New Mexico Community College

Joseph Dutka, Ivy Tech Community College of Indiana

MaryBeth Furst, Howard Community College

Wayne Gawlik, Joliet Junior College

A C

K N

O W

L E

D G

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O ur Senior Brand Manager, Anke Weekes, led the talented team at McGraw-Hill Educa- tion. We appreciate her dedication to the success of the project and her responsiveness to the demands of the market. Kelly Delso served as our product developer and kept everyone on task and on schedule. Molly and Michael McHugh contributed the new boxes and pro- files. Srdjan Savanovic created the new fresh, open interior design and extraordinary cover. Carrie Burger and Jen Blankenship carried out the extensive research for photos that was necessary to effectively reflect the concepts presented in the text. Lead project manager, Christine Vaughan, did a splendid job of keeping the production of the text on schedule. Danielle Clement expertly supervised Connect production.

Many dedicated educators made extraordinary contributions to the quality and utility of this text and package. For this edition, Molly McHugh did an exceptional job in prepar- ing the Test Bank and creating the quizzes for Connect. Molly also did a superb job of creating the PowerPoint slides and a useful and current Instructor’s Resource Manual. We also recognize the efforts of those who contributed to the creation of Connect materials, and to our LearnSmart “team” at Monroe Community College; Judy Bulin, John Striebich, and Donna Haeger who tirelessly worked to review and perfect LearnSmart content. Thank you to Chris Cole, Dayna Brown, Dan Mack, and the crew of Cole Creative Productions for the fabulous new videos they produced. Thank you to the Digital Faculty Consultants who have helped train and support so many instructors in the Introduction to Business course, as well as assist them in successfully implementing Connect into their courses: Chris Finnin, Drexel University; Todd Korol, Monroe Community College; John Striebich, Monroe Community College; and Marie Lapidus, Oakton Community College.

Our outstanding marketing manager, Michael Gedatus, was up to the challenge of once again guiding the text to market leadership. With the assistance of the market’s fin- est sales professionals, he led the text to record highs. We appreciate his commitment and the renowned product knowledge, service, and dedication of the McGraw-Hill Education sales reps. We want to thank the many instructors who contributed to the development of Understanding Business.

REVIEWERS We would like to thank the following instructors for sharing their opinions with us in an effort to improve this and previous editions:

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ACKNOWLEDGMENTSxviii

Ross Gittell, University of New Hampshire

Constance Golden, Lakeland Community College

Doug Greiner, University of Toledo–Scott Park

John Guess, Delgado Community College

Lisa E. Hadley, Southwest Tennessee Community College

Nancy Hernandez, Howard College

Maryanne Holcomb, Oakland Community College

Russell E. Holmes, Des Moines Area Community College

Janice Karlen, La Guardia Community College

James W. Marco, Wake Technical Community College

Theresa Mastrianni, Kingsborough Community College

Michelle Meyer, Joliet Junior College

Catherine Milburn, University of Colorado–Denver

Mihai Nica, University of Central Oklahoma

David Oliver, Edison Community College

Dyan Pease, Sacramento City College

Vincent Quan, Fashion Institute of Technology

David Robinson, University of California–Berkeley

Rieann Spence-Gale, Nova Community College

Kurt Stanberry, University of Houston

Marguerite Teubner, Nassau Community College

Rod Thirion, Pikes Peak Community College

William J. Wardrope, University of Central Oklahoma

David Washington, North Carolina State University

Ruby Barker, Tarleton State University

Rosalia (Lia) Barone, Norwalk Community College

Barbara Barrett, St. Louis Commu- nity College–Meramec

Barry Barrett, University of Wisconsin–Milwaukee

Lorraine Bassette, Prince George’s Community College

Robb Bay, College of Southern Nevada–West Charle

Charles Beavin, Miami Dade College North

Charles Beem, Bucks County Community College

Cathleen Behan, Northern Virginia Community College

Lori Bennett, Moorpark College

Ellen Benowitz, Mercer Commu- nity College

Patricia Bernson, County College of Morris

William Bettencourt, Edmonds Community College

Robert Blanchard, Salem State College

Nikolas Adamou, Borough of Manhattan Community College

Cathy Adamson, Southern Union State Community College

Gary Amundson, Montana State University–Billings

Kenneth Anderson, Borough of Manhattan Community College

Kenneth Anderson, Mott Community College

Lydia Anderson, Fresno City College

Narita Anderson, University of Central Oklahoma

Roanne Angiello, Bergen Community College

Chi Anyansi-Archibong, North Carolina A&T University

Michael Atchison, University of Virginia–Charlottesville

Andrea Bailey, Moraine Valley Community College

Sandra Bailey, Ivy Tech Commu- nity College of Indiana

Scott Bailey, Troy University

Wayne Ballantine, Prairie View A&M University

Mary Jo Boehms, Jackson State Community College

James Borden, Villanova University

Michael Bravo, Bentley College

Dennis Brode, Sinclair Community College

Harvey Bronstein, Oakland Com- munity College–Farmington Hills

Deborah Brown, North Carolina State University–Raleigh

Aaron A. Buchko, Bradley University

Laura Bulas, Central Community College–Hastings

Judy Bulin, Monroe Community College

Barry Bunn, Valencia Community College–West Campus

Bill Burton, Indiana Wesleyan University

Paul Callahan, Cincinnati State Technical and Community College

William Candley, Lemoyne Owen College

We would like to thank the following instructors and students who generously provided the input and advice that contrib- uted to the development of this text.

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xixACKNOWLEDGMENTS

Nancy Carr, Community College of Philadelphia

Ron Cereola, James Madison University

Bonnie Chavez, Santa Barbara City College

Susan Cisco, Oakton Community College

Margaret (Meg) Clark, Cincinnati State Technical and Community College

David Clifton, Ivy Tech Community College of Indiana

C. Cloud, Phoenix College

Doug Cobbs, JS Reynolds Com- munity College

Brooks Colin, University of New Orleans

Debbie Collins, Anne Arundel Community College

Andrew Cook, Limestone College

Bob Cox, Salt Lake Community College

Susan Cremins, Westchester Com- munity College

Julie Cross, Chippewa Valley Tech College

Geoffrey Crosslin, Kalamazoo Valley Community College

Douglas Crowe, Bradley University

John David, Stark State College of Technology

Peter Dawson, Collin County Community College

Joseph Defilippe, Suffolk County Community College–Brentwood

Tim DeGroot, Midwestern State University

Len Denault, Bentley College

Frances Depaul, Westmoreland County Community College

Donna Devault, Fayetteville Tech Community College

Sharon Dexter, Southeast Community College–Beatrice

John Dilyard, St. Francis College

Barbara Dinardo, Owens Community College

George Dollar, St. Petersburg College

Glenn Doolittle, Santa Ana College

Ron Dougherty, Ivy Tech Community College of Indiana

Michael Drafke, College of DuPage

Karen Eboch, Bowling Green State University

Brenda Eichelberger, Portland State University

Kelvin Elston, Nashville State Tech Community College

Robert Ettl, Stony Brook University

Nancy Evans, Heartland Community College

Michael Ewens, Ventura College

Hyacinth Ezeka, Coppin State University

Bob Farris, Mt. San Antonio College

Karen Faulkner, Long Beach City College

Gil Feiertag, Columbus State Community College

Joseph Flack, Washtenaw Community College

Lucinda Fleming, Orange County Community College

Jackie Flom, University of Toledo

Andrea Foster, John Tyler Community College

Michael Foster, Bentley College

Leatrice Freer, Pitt Community College

Alan Friedenthal, Kingsborough Community College

Charles Gaiser, Brunswick Community College

Ashley Geisewite, Southwest Tennessee Community College

Katie Ghahramani, Johnson County Community College

Debora Gilliard, Metropolitan State College–Denver

James Glover, Community College of Baltimore County–Essex

Constance Golden, Lakeland Community College

Toby Grodner, Union County College

Clark Hallpike, Elgin Community College

Geri Harper, Western Illinois University

Frank Hatstat, Bellevue Community College

Spedden Hause, University of Maryland–University College

Karen Hawkins, Miami-Dade College–Kendall

Travis Hayes, Chattanooga State Technical Community College

Jack Heinsius, Modesto Junior College

Charlane Held, Onondaga Community College

James Hess, Ivy Tech Community College of Indiana

Steve Hester, Southwest Tennessee Community College–Macon Campus

William Hill, Mississippi State University

Nathan Himelstein, Essex County College

Paula Hladik, Waubonsee Community College

David Ho, Metropolitan Community College

Douglas Hobbs, Sussex County Community College

Maryanne Holcomb, Antelope Valley College

Mary Carole Hollingsworth, Georgia Perimeter College

Russell Holmes, Des Moines Area Community College

Scott Homan, Purdue University–West Lafayette

Stacy Horner, Southwestern Michigan College

Dennis Hudson, University of Tulsa

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ACKNOWLEDGMENTSxx

Jo Ann Hunter, Community College Allegheny County in Pittsburgh

Kimberly Hurns, Washtenaw Community College

Victor Isbell, University of Nevada–Las Vegas

Deloris James, University of Maryland–University College

Pam Janson, Stark State College of Technology

William Jedlicka, Harper College

Carol Johnson, University of Denver

Gwendolyn Jones, University of Akron

Kenneth Jones, Ivy Tech Commu- nity College of Indiana

Marilyn Jones, Friends University

Michael Jones, Delgado Commu- nity College

Dmitriy Kalyagin, Chabot College

Jack Kant, San Juan College

Jimmy Kelsey, Seattle Central Community College

Robert Kemp, University of Virginia–Charlottesville

David Kendall, Fashion Institute of Technology

Kristine Kinard, Shelton State Community College

Sandra King, Minnesota State University–Mankato

John Kurnik, Saint Petersburg College

Jeff LaVake, University of Wisconsin–Oshkosh

Robert Lewis, Davenport University

Byron Lilly, DeAnza College

Beverly Loach, Central Piedmont Community College

Boone Londrigan, Mott Commu- nity College

Ladonna Love, Fashion Institute of Technology

Ivan Lowe, York Technical College

Yvonne Lucas, Southwestern College

Robert Lupton, Central Washington University

Megan Luttenton, Grand Valley State University

Elaine Madden, Anne Arundel Community College

Lawrence Maes, Davenport University

Niki Maglaris, Northwestern College

James Maniki, Northwestern College

Martin Markowitz, College of Charleston

Fred Mayerson, Kingsborough Community College

Stacy McCaskill, Rock Valley College

Vershun L. McClain, Jackson State University

Gina McConoughey, Illinois Central College

Patricia McDaniel, Central Piedmont Community College

Pam McElligott, St. Louis Commu- nity College–Meramec

Tom McFarland, Mt. San Antonio College

Bill McPherson, Indiana University of Pennsylvania

Ginger Moore, York Technical College

Sandy Moore, Ivy Tech Community College of Indiana

Jennifer Morton, Ivy Tech Community College of Indiana

Peter Moutsatson, Central Michigan University

Rachna Nagi-Condos, American River College

Darrell Neron, Pierce College

Mihia Nica, University of Central Oklahoma

Charles Nichols, Sullivan University

Frank Novakowski, Davenport University

Mark Nygren, Brigham Young University–Idaho

Paul Okello, Tarrant County College

Faviana Olivier, Bentley College

John Olivo, Bloomsburg University of Pennsylvania

Teresa O’Neill, International Institute of the Americas

Cathy Onion, Western Illinois University

Susan Ontko, Schoolcraft College

Glenda Orosco, Oklahoma State University Institute of Technology

Christopher O’Suanah, J. S. Reynolds Community College

Daniel Pacheco, Kansas City Kansas Community College

Esther Page-Wood, Western Michigan University

Lauren Paisley, Genesee Community College

John Pappalardo, Keene State College

Ron Pardee, Riverside Community College

Jack Partlow, Northern Virginia Community College

Jeff Pepper, Chippewa Valley Tech College

Sheila Petcavage, Cuyahoga Community College Western–Parma

Roy Pipitone, Erie Community College

Lana Powell, Valencia Community College–West Campus

Dan Powroznik, Chesapeake College

Litsa Press, College of Lake County

Sally Proffitt, Tarrant County College–Northeast

Michael Quinn, James Madison University

Anthony Racka, Oakland Commu- nity College

Larry Ramos, Miami-Dade Commu- nity College

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xxiACKNOWLEDGMENTS

Greg Rapp, Portland Community College–Sylvania

Robert Reese, Illinois Valley Com- munity College

David Reiman, Monroe County Community College

Gloria Rembert, Mitchell Commu- nity College

Levi Richard, Citrus College

Clinton Richards, University of Nevada–Las Vegas

Patricia Richards, Westchester Community College

Susan Roach, Georgia Southern University

Sandra Robertson, Thomas Nelson Community College

Catherine Roche, Rockland Community College

Tim Rogers, Ozark Technical College

Sam Rohr, University of Northwestern Ohio

Pamela Rouse, Butler University

Carol Rowey, Community College of Rhode Island

Jeri Rubin, University of Alaska–Anchorage

Storm Russo, Valencia Community College

Mark Ryan, Hawkeye Community College

Richard Sarkisian, Camden County College

Andy Saucedo, Dona Ana Community College–Las Cruces

James Scott, Central Michigan University

Janet Seggern, Lehigh Carbon Community College

Sashi Sekhar, Purdue University–Calumet-Hammond

Pat Setlik, Harper College

Swannee Sexton, University of Tennessee–Knoxville

Phyllis Shafer, Brookdale Commu- nity College

Richard Shortridge, Glendale Community College

Louise Stephens, Volunteer State Community College

Desiree Stephens, Norwalk Com- munity College

Clifford Stalter, Chattanooga State Technical Community College

Kurt Stanberry, University of Houston–Downtown

Martin St. John, Westmoreland County Community College

John Striebich, Monroe Commu- nity College

David Stringer, DeAnza College

Ron Surmacz, Duquesne University

William Syvertsen, Fresno City College

Scott Taylor, Moberly Area Com- munity College

Jim Thomas, Indiana University Northwest

Deborah Thompson, Bentley College

Evelyn Thrasher, University of Massachusetts–Dartmouth

Jon Tomlinson, University of Northwestern Ohio

Bob Trewartha, Minnesota School of Business

Bob Urell, Irvine Valley College

Dan Vetter, Central Michigan University

Andrea Vidrine, Baton Rouge Community College

Daniel Viveiros, Johnson & Wales University

Joann Warren, Community College of Rhode Island–Warwick

R. Patrick Wehner, Everest University

Sally Wells, Columbia College

Mildred Wilson, Georgia Southern University

Karen Wisniewski, County College of Morris

Greg Witkowski, Northwestern College

Colette Wolfson, Ivy Tech Community College of Indiana

Deborah Yancey, Virginia Western Community College

Mark Zarycki, Hillsborough Community College

Lisa Zingaro, Oakton Community College

Mark Zorn, Butler County Community College

This edition continues to be the market’s gold standard due to the involvement of these committed instructors and stu- dents. We thank them all for their help, support, and friendship.

Bill Nickels Jim McHugh Susan McHugh

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PART 3

PART 1

PART 4

PART 5

PART 6

PART 2

xxii

Kennedy/Nixon Debate

Kennedy-Nixon Argument Analysis Graphic Organizer

 

Key Point:
Kennedy Nixon
What is the purpose of the argument?

Th

What is the purpose of the argument?
What is the point of view of the argument? Who is the intended audience? What is the point of view of the argument? Who is the intended audience?
What is Kennedy’s claim? What is Nixon’s claim?
What evidence is provided to support the claim? What evidence is provided to support the claim?
Is a counterclaim presented? If so, how is it refuted or weakened? Is a counterclaim presented? If so, how is it refuted or weakened?
How convincing is the argument presented by Kennedy? Use details from the reading to support your opinion. How convincing is the argument presented by Nixon? Use details from the reading to support your opinion.

Informative Essay (Very Easy)

You need to read a short article and watch a short video to write an essay about 3-4 pages. Please make sure no plagiarism!!!!!!!!!!!!!!

You will write an informative essay to answer this question:

How do animals use camouflage to protect themselves?

Use the information in GW5 Essay 1.2 (p.14) and the Q: Skills for Success Unit 3 documentary to synthesize ideas for your essay.

·  Choose important information that relates to the question from each source.

·  Group together the ideas that support each other.

·  Paraphrase and combine the ideas into sentences.

·  Include an introduction with a hook and thesis statement, two to four body paragraphs, and a conclusion.

Requirement:

You will write an informative essay to answer this question:

How do animals use camouflage to protect themselves?

Use the information in GW5 Essay 1.2 (p.14) and the Q: Skills for Success Unit 3 documentary to synthesize ideas for your essay.

· Choose important information that relates to the question from each source.

· Group together the ideas that support each other.

· Paraphrase and combine the ideas into sentences.

· Include an introduction with a hook and thesis statement, two to four body paragraphs, and a conclusion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First artical

Camouflage for Survival

1 The animals that can live the longest are the ones that hide the best.Animals must protect themselves from predators if they are to survive and reproduce, and many accomplish this goal through camouflage.If they hide themselves well,their predators will not see them and thus will not eat them. Camouflage is the end result of many evolutionary factors,but it develops primarily as a response to animals’environments.By blending in with their surroundings,animals greatly reduce the chance that a predator will locate and kill them.The four primary strategies of camouflage include concealing coloration,disruptive coloration,disguise,and mimicry. With mimicry,an animal’s coloring makes it resemble another,more dangerous creature so that they are virtually identical.The red,black,and yellow rings of scarlet kingsnakes resemble those of coral snakes.Scarlet kingsnakes are not poisonous,but coral snakes are one of the deadliest species of reptiles.Consequently,the coloring of scarlet kingsnakes scares away their predators,who mistake them for venomous snakes and do not target them for a meal. Animals such as zebras and giraffes show disruptive coloration.It may seem strange to think that zebras camouflage themselves through their stripes since these features appear quite distinctive to humans.The main predators of zebras,however,are lions,and they are colorblind.Thus,a zebra’s stripes help the zebra to blend in with the landscapes of grassy plains.Due to their height,giraffes are among the most easily recognized animals on the planet,yet their disruptive coloring allows them to blend in with trees,particularly when they are young and vulnerable.Disruptive coloration creates an optical illusion for predators,tricking them about what stands right before their eyes,and so these animals are rarely detected With disguise,some animals resemble specific elements of their surroundings rather than their environment as a whole.The insect known as a walking stick looks very much like a stick,so it is difficult to find it when looking at a tree or bush.Another insect species is referred to as leaf insects or walking leaves because their bodies so closely look like the plants where they live.Animals camouflage themselves in the seas and oceans as well.The tan coloring and markings of flatfish make them almost impossible to recognize due to the sand around them,despite changes in tides that disturb the ocean’s floor. Concealing coloration helps animals to blend into their surroundings and create a visual illusion.For example,the white coats or feathers of many animals living in arctic zones,such as polar bears and snowy owls,allow them to blend into the background.If a predator looks across a white snow-covered field,it is difficult to pick out its white prey.Moreover,some animals can change their colors.Stevens (2016) points out the role of concealment in camouflage:“One likely advantage is that color change enables animals to cope with varying backgrounds and unpredictable environments”(p.98).6 None of these strategies of camouflage is more effective than the other,and they all show the range of normal possibilities that nature offers animals to survive.Many animals combine camouflage with their “fight or flight”responses,which gives them additional time to decide whether they should stay and fight or flee.Furthermore,animals that use camouflage for protection share a conspicuous problem as well; as Emlen (2014) observes,“Animals that panic,dashing from their hiding places at the wrong time,or animals that walk or fly with the wrong gait,can break camouflage with deadly consequences”(p.18).The most effective camouflages keep animals safe from their predators.Whether by concealing coloration,disruptive coloration,disguise,or mimicry,animals need the protections of camouflage if they are to escape their natural foes.

 

References

Emlen,D.J.(2014).Animal weapons:The evolution of battle.New York: Henry Holt.Stevens,M.(2016).Cheats and deceits:How animals and plants exploit and mislead.Oxford: Oxford University Press.

Global Business Assignment

After you have read this chapter you should be able to:

1 Explain the three basic decisions that firms contemplating foreign expansion must make: which markets to enter, when to enter those markets, and on what scale.

2 Compare and contrast the different modes that firms use to enter foreign markets. 3 Identify the factors that influence a firm’s choice of entry mode.

4 Recognize the pros and cons of acquisitions versus greenfield ventures as an entry strategy.

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part 5 Competing in a Global Marketplace

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General Motors in China

Entering Foreign Markets

12 c h a p t e r

opening case

T he late 2000s were not kind to General Motors. Hurt by a deep recession in the United States, and plunging vehicle sales, GM capped off a decade where it had progressively lost market share to foreign rivals such as Toyota by entering Chapter 11 bankruptcy. Between 1980, when it dominated the U.S. market, and 2009, when it entered bankruptcy protection, GM saw its U.S. market share slip from 44 percent to just 19 percent. The troubled company emerged from bankruptcy a few months later a smaller enterprise with fewer brands, and yet going forward some believe that the new GM could be a much more profitable enterprise. One major reason for this optimism was the success of its joint ventures in China. GM entered China in 1997 with a $1.6 billion investment to establish a joint venture with the state-owned Shanghai Automotive Industry Corp. (SAIC) to build Buick sedans. At the time, the Chinese market was tiny (less than 400,000 cars were sold in 1996), but GM was attracted by the enormous potential in a country of over 1 billion people that was experiencing rapid eco- nomic growth. GM forecast that by the late 2000s some 3 million cars a year might be sold in China. While it explicitly recognized that it had much to learn about the Chinese market, and would probably lose money for years to come, GM executives believed that it was crucial for them to establish a beachhead and to team with SAIC (one of the early leaders in China’s emerging automobile industry) before its global rivals did. The decision to enter a joint venture was not a hard one. Not only did GM lack knowledge and connections in China, but also Chinese government regulations made it all but impossible for a for- eign automaker to go it alone in the country. While GM was not alone in investing in China—many of the world’s major auto- mobile companies entered into some kind of Chinese joint venture during this time period—it was among the largest investors. Only Volkswagen, whose man- agement shared GM’s view, made similar-sized investments. Other compa- nies adopted a more cautious approach, investing smaller amounts and setting more limited goals.

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418 Part Five Competing in a Global Marketplace

By 2007 GM had expanded the range of its partnership with SAIC to in- clude vehicles sold under the names of Chevrolet, Cadillac, and Wuling. The two companies had also established the Pan-Asian Technical Automotive center to design cars and components not just for China but also for other Asian markets. At this point it was already clear that both the Chinese market and the joint venture were exceeding GM’s initial expectations. The venture was profitable, selling more than 900,000 cars and light trucks in 2007, an 18 percent increase over 2006 and placing it second only to Volkswagen in the market among foreign nameplates. Equally impressive, some 8 million cars and light trucks were sold in China in 2007, making China the second-largest car market in the world, ahead of Japan and behind the United States. Much of the venture’s success could be attributed to its strategy of de- signing vehicles explicitly for the Chinese market. For example, together with SAIC it produced a tiny minivan, the Wuling Sunshine. The van costs $3,700, has a 0.8-liter engine, a top speed of 60 mph, and weighs less than 1,000 kilograms—a far cry from the heavy SUVs GM was known for in the United States. For China, the vehicle was perfect, and some 460,000 were sold in 2007, making it the best seller in the light-truck sector. It is the future, however, that has people excited. In 2008 and 2009, while the U.S. and European automobile markets slumped, China’s market regis- tered strong growth. In 2009 some 13.8 million vehicles were sold in the country, surpassing the United States to become the largest automobile mar- ket in the world. GM and its local partners sold a record 1.8 million vehicles in 2009, a 67 percent increase over 2008. At this point, there were 40 cars for every 1,000 people in China, compared to 765 for every 1000 in the United States, suggesting that China could see rapid growth for years to come. • Sources: S. Schifferes, “Cracking China’s Car Market,” BBC News , May 17, 2007; N. Madden, “Led by Buick, Carmaker Learning Fine Points of Regional China Tastes,” Automotive News , September 15, 2008, pp. 186–90; and “GM Posts Record Sales in China,” Toronto Star , January 5, 2010, p. B4.

Introduction This chapter is concerned with two closely related topics: (1) the decision of which foreign markets to enter, when to enter them, and on what scale; and (2) the choice of entry mode. Any firm contemplating foreign expansion must first struggle with the issue of which foreign markets to enter and the timing and scale of entry. The choice of which markets to enter should be driven by an assessment of relative long-run growth and profit potential. The choice of mode for entering a foreign market is another major issue with which international businesses must wrestle. The various modes for serving foreign markets are exporting, licensing or franchising to host-country firms, establishing joint ven- tures with a host-country firm, setting up a new wholly owned subsidiary in a host

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Chapter Twelve Entering Foreign Markets 419

country to serve its market, or acquiring an established enterprise in the host nation to serve that market. Each of these options has advantages and disadvantages. The mag- nitude of the advantages and disadvantages associated with each entry mode is deter- mined by a number of factors, including transport costs, trade barriers, political risks, economic risks, business risks, costs, and firm strategy. The optimal entry mode varies by situation, depending on these factors. Thus, whereas some firms may best serve a given market by exporting, other firms may better serve the market by setting up a new wholly owned subsidiary or by acquiring an established enterprise. As discussed in the opening case, in 1997 GM decided to enter China on a sig- nificant scale. It’s choice of entry mode, a joint venture with Shanghai Automotive Industry Corp., was dictated by circumstances at the time (Chinese government regu- lations made a joint venture the only practical alternative). GM was attracted to the market by the promise of rapid future growth. The growth exceeded GM’s expecta- tions, and the company reaped the rewards of making the right strategic choice under considerable uncertainty. Although GM as a whole did not fair well in the late 2000s (it had to seek bankruptcy protection in 2009), its success in China was the glittering jewel in an otherwise dismal picture, demonstrating just how important it can be for a company to get its foreign market entry strategy right.

Basic Entry Decisions A firm contemplating foreign expansion must make three basic decisions: which mar- kets to enter, when to enter those markets, and on what scale. 1

WHICH FOREIGN MARKETS? The world has more than 200 nation-states. They do not all hold the same profit potential for a firm contemplating foreign ex- pansion. Ultimately, the choice must be based on an assessment of a nation’s long-run profit potential. This potential is a function of several factors, many of which we have studied in earlier chapters. In Chapter 2, we looked in detail at the economic and political factors that influence the potential attractiveness of a foreign market. There we noted that the attractiveness of a country as a potential market for an interna- tional business depends on balancing the benefits, costs, and risks associated with doing business in that country. Chapter 2 also noted that the long-run economic benefits of doing business in a country are a func- tion of factors such as the size of the market (in terms of demographics), the present wealth (pur- chasing power) of consumers in that market, and the likely future wealth of consumers, which de- pends upon economic growth rates. While some markets are very large when measured by number of consumers (e.g., China, India, and Indonesia), one must also look at living standards and economic growth. On this basis, China and India, while rela- tively poor, are growing so rapidly that they are at- tractive targets for inward investment (hence GM’s decision to invest in China in 1997; see the opening case). Alternatively, weak growth in Indonesia im- plies that this populous nation is a far less attractive target for inward investment. As we saw in Chapter 2, likely future economic growth rates appear to be a function of a free market system and a country’s

LEARNING OBJECTIVE 1 Explain the three basic

decisions that firms contemplating foreign expansion must make:

which markets to enter, when to enter those

markets, and on what scale.

Another Per spect i ve

Thailand’s Homebuilder Enters Foreign Markets As a child in Thailand, Thongma Vijitpongpun helped his father sell soup to day laborers, balancing twin hampers on a shoulder pole and learning the first rule of good busi- ness: deliver quality at an affordable price. Today Thongma’s business, Pruksa Real Estate, uses mass-production tech- niques to build quality, affordable housing for low- and middle-income families. Pruksa’s process has been so successful—with recent annual revenues pegged at $569 million—that the company intends to expand to other Asian countries where the need for low-cost housing is great. First on Pruksa’s list are India, Vietnam, and the Maldives, with China, Indonesia, and the Philippines to fol- low. (Brian Mertens, “Biggest Thai Home Builder Moving Abroad to Expand Company,” Forbes.com, February 8, 2010, www.forbes.com)

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420 Part Five Competing in a Global Marketplace

capacity for growth (which may be greater in less developed nations). We also argued in Chapter 2 that the costs and risks associated with doing business in a foreign country are typically lower in economically advanced and politically stable democratic nations, and they are greater in less developed and politically unstable nations. The discussion in Chapter 2 suggests that, other things being equal, the benefit– cost–risk trade-off is likely to be most favorable in politically stable developed and developing nations that have free market systems, and where there is not a dramatic upsurge in either inflation rates or private-sector debt. The trade-off is likely to be least favorable in politically unstable developing nations that operate with a mixed or command economy or in developing nations where speculative financial bubbles have led to excess borrowing (see Chapter 2 for further details). Another important factor is the value an international business can create in a for- eign market. This depends on the suitability of its product offering to that market and the nature of indigenous competition. 2 If the international business can offer a prod- uct that has not been widely available in that market and that satisfies an unmet need, the value of that product to consumers is likely to be much greater than if the interna- tional business simply offers the same type of product that indigenous competitors and other foreign entrants are already offering. Greater value translates into an ability to charge higher prices and/or to build sales volume more rapidly. By considering such factors, a firm can rank countries in terms of their attractiveness and long-run profit potential. Preference is then given to entering markets that rank highly. For example, Tesco, the large British grocery chain, has been aggressively expanding its foreign op- erations in recent years, primarily by focusing on emerging markets that lack strong indigenous competitors (see the accompanying Management Focus). Similarly, when GM entered China in 1997 the indigenous competitors were small and lacked techno- logical know-how (see opening case).

TIMING OF ENTRY Once attractive markets have been identified, it is impor- tant to consider the timing of entry. We say that entry is early when an international business enters a foreign market before other foreign firms and late when it enters after other international businesses have already established themselves. The advan- tages frequently associated with entering a market early are commonly known as first- mover advantages. 3 One first-mover advantage is the ability to preempt rivals and capture demand by establishing a strong brand name. This desire has driven the rapid expansion by Tesco into developing nations (see the Management Focus). A second advantage is the ability to build sales volume in that country and ride down the experi- ence curve ahead of rivals, giving the early entrant a cost advantage over later entrants. One could argue that this factor motivated GM to enter the Chinese automobile mar- ket in 1997 when it was still tiny (it is now the world’s largest; see the opening case). This cost advantage may enable the early entrant to cut prices below that of later en- trants, thereby driving them out of the market. A third advantage is the ability of early entrants to create switching costs that tie customers into their products or services. Such switching costs make it difficult for later entrants to win business. There can also be disadvantages associated with entering a foreign market before other international businesses. These are often referred to as first-mover disadvan- tages. 4 These disadvantages may give rise to pioneering costs, costs that an early entrant has to bear that a later entrant can avoid. Pioneering costs arise when the busi- ness system in a foreign country is so different from that in a firm’s home market that the enterprise has to devote considerable effort, time, and expense to learning the rules of the game. Pioneering costs include the costs of business failure if the firm, due to its ignorance of the foreign environment, makes major mistakes. A certain liability is associated with being a foreigner, and this liability is greater for foreign firms that

Timing of Entry Entry is early when a firm

enters a foreign market before other foreign

firms and late when a firm enters after other

international businesses have established

themselves.

First-Mover Advantages

Advantages accruing to the first to enter a market.

First-Mover Disadvantages

Disadvantages associated with entering

a foreign market before other international

businesses.

Pioneering Costs Costs that an early

entrant has to bear that a later entrant can avoid,

such as the time and effort in learning the rules, failure due to ignorance, and the

liability of being a foreigner.

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Chapter Twelve Entering Foreign Markets 421

Management FOCUS

Tesco’s International Growth Strategy

Tesco is the largest grocery retailer in the United Kingdom, with a 25 percent share of the local market. In its home market, the company’s strengths are reputed to come from strong competencies in marketing and store site selection, logistics and inventory management, and its own label product offerings. By the early 1990s, these competencies had already given the company a leading position in the United Kingdom. The company was generating strong free cash flows, and senior management had to decide how to use that cash. One strategy they settled on was overseas expansion. As they looked at international markets, they soon concluded the best opportunities were not in estab- lished markets, such as those in North America and Western Europe, where strong local competitors already existed, but in the emerging markets of Eastern Europe and Asia where there were few capable competitors but strong underlying growth trends. Tesco’s first international foray was into Hungary in 1994, when it acquired an initial 51 percent stake in Global, a 43-store, state-owned grocery chain. By 2004, Tesco was the market leader in Hungary, with some 60 stores and a 14 percent market share. In 1995, Tesco acquired 31 stores in Poland from Stavia; a year later it added 13 stores pur- chased from Kmart in the Czech Republic and Slovakia; and the following year it entered the Republic of Ireland. Tesco’s Asian expansion began in 1998 in Thailand when it purchased 75 percent of Lotus, a local food retailer with 13 stores. Building on that base, Tesco had 64 stores in Thailand by 2004. In 1999, the company entered South Korea when it partnered with Samsung to develop a chain of hypermarkets. This was followed by entry into Taiwan in 2000, Malaysia in 2002, and China in 2004. The move into China came after three years of careful research and dis- cussions with potential partners. Like many other Western companies, Tesco was attracted to the Chinese market by its large size and rapid growth. In the end, Tesco settled on a 50/50 joint venture with Hymall, a hypermarket chain that is controlled by Ting Hsin, a Taiwanese group, which had been operating in China for six years. Currently, Hymall has 25 stores in China, and it plans to open another 10 each year. Ting Hsin is a well-capitalized enterprise in its own right, and it will match Tesco’s investments, reducing the risks Tesco faces in China. As a result of these moves, by 2007 Tesco had more than 800 stores outside the United Kingdom, which generated £7.6 billion in annual revenues. In the United Kingdom, Tesco had some 1,900 stores, generating £30 billion. The

addition of international stores has helped to make Tesco the fourth-largest company in the global grocery market behind Walmart, Carrefour of France, and Ahold of Holland. Of the four, however, Tesco may be the most successful internationally. By 2005, all of its foreign ventures were making money. In explaining the company’s success, Tesco’s managers have detailed a number of important factors. First, the com- pany devotes considerable attention to transferring its core capabilities in retailing to its new ventures. At the same time, it does not send in an army of expatriate managers to run local operations, preferring to hire local managers and support them with a few operational experts from the United Kingdom. Second, the company believes that its partnering strategy in Asia has been a great asset. Tesco has teamed with good companies that have a deep under- standing of the markets in which they are participating but that lack Tesco’s financial strength and retailing capa- bilities. Consequently, both Tesco and its partners have brought useful assets to the venture, which have increased the probability of success. As the venture becomes estab- lished, Tesco has typically increased its ownership stake in its partner. Thus, under current plans, by 2011 Tesco will own 99 percent of Homeplus, its South Korean hypermarket chain. When the venture was established, Tesco owned 51 percent. Third, the company has focused on markets with good growth potential but that lack strong indigenous competitors, which provides Tesco with ripe ground for expansion. In 2006, Tesco took its international expansion strategy to the next level when it announced it would enter the crowded U.S. grocery market with its Tesco Express con- cept. Currently running in five countries, Tesco Express stores are smaller, high-quality neighborhood grocery out- lets that feature a large selection of prepared and healthy foods. Tesco will initially enter on the West Coast, investing some £250 million per year, with breakeven expected in the second year of operation. Although some question the wisdom of this move, others point out that in the United Kingdom Tesco has consistently outperformed the ASDA chain, which is owned by Walmart. Also, the Tesco Express format is not something found in the United States.

Sources: P. N. Child, “Taking Tesco Global,” The McKenzie Quarterly, no. 3 (2002); H. Keers, “Global Tesco Sets Out Its Stall in China,” Daily Telegraph, July 15, 2004, p. 31; K. Burgess, “Tesco Spends Pounds 140m on Chinese Partnership,” Financial Times, July 15, 2004, p. 22; J. McTaggart, “Industry Awaits Tesco Invasion,” Progressive Grocer , March 1, 2006, pp. 8–10; and Tesco’s annual reports, archived at www.tesco.com.

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422 Part Five Competing in a Global Marketplace

enter a national market early. 5 Research seems to confirm that the probability of sur- vival increases if an international business enters a national market after several other foreign firms have already done so. 6 The late entrant may benefit by observing and learning from the mistakes made by early entrants. Pioneering costs also include the costs of promoting and establishing a product offering, including the costs of educating customers. These can be significant when the product being promoted is unfamiliar to local consumers. In contrast, later entrants may be able to ride on an early entrant’s investments in learning and customer educa- tion by watching how the early entrant proceeded in the market, by avoiding costly mistakes made by the early entrant, and by exploiting the market potential created by the early entrant’s investments in customer education. For example, KFC introduced the Chinese to American-style fast food, but a later entrant, McDonald’s, has capital- ized on the market in China. An early entrant may be put at a severe disadvantage, relative to a later entrant, if regulations change in a way that diminishes the value of an early entrant’s investments. This is a serious risk in many developing nations where the rules that govern business practices are still evolving. Early entrants can find themselves at a disadvantage if a subsequent change in regulations invalidates prior assumptions about the best busi- ness model for operating in that country.

SCALE OF ENTRY AND STRATEGIC COMMITMENTS Another issue that an international business needs to consider when contemplating market entry is the scale of entry. Entering a market on a large scale involves the commitment of sig- nificant resources and implies rapid entry. Consider the entry of the Dutch insurance company ING into the U.S. insurance market in 1999. ING had to spend several billion dollars to acquire its U.S. operations. Not all firms have the resources necessary to enter on a large scale, and even some large firms prefer to enter foreign markets on a small scale and then build slowly as they become more familiar with the market. The consequences of entering on a significant scale—entering rapidly—are associ- ated with the value of the resulting strategic commitments. 7 A strategic commitment has a long-term impact and is difficult to reverse. Deciding to enter a foreign market on a significant scale is a major strategic commitment. Strategic commitments, such as rapid large-scale market entry, can have an important influence on the nature of competition in a market. For example, by entering the U.S. financial services market on a significant scale, ING signaled its commitment to the market. Such a move has several effects. On the positive side, it makes it easier for the company to attract customers and distributors (such as insurance agents). The scale of entry gives both customers and distributors rea- sons for believing that ING will remain in the market for the long run. The scale of entry may also give other foreign institutions considering entry into the United States pause; now they would have to compete not only against indigenous institutions in the United States, but also against an aggressive and successful European institution. On the negative side, by committing itself heavily to the United States, ING would have fewer resources available to support expansion in other desirable markets, such as Japan. The commitment to the United States limits the company’s strategic flexibility. As suggested by the ING example, significant strategic commitments are neither un- ambiguously good nor bad. Rather, they tend to change the competitive playing field and unleash a number of changes, some of which may be desirable and some of which will not be. It is important for a firm to think through the implications of large-scale entry into a market and act accordingly. Of particular relevance is trying to identify how actual and potential competitors might react to large-scale entry into a market. Also, the large-scale entrant is more likely than the small-scale entrant to be able to capture first-mover advantages associated with demand preemption, scale economies, and switching costs.

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Chapter Twelve Entering Foreign Markets 423

The value of the commitments that flow from rapid large-scale entry into a foreign market must be balanced against the resulting risks and lack of flexibility associated with significant commitments. But strategic inflexibility can also have value. A famous example from military history illustrates the value of inflexibility. When Hernán Cortés landed in Mexico, he ordered his men to burn all but one of his ships. Cortés reasoned that by eliminating their only method of retreat, his men had no choice but to fight hard to win against the Aztecs—and ultimately they did. 8 Balanced against the value and risks of the commitments associated with large-scale entry are the benefits of a small-scale entry. Small-scale entry allows a firm to learn about a foreign market while limiting the firm’s exposure to that market. Small-scale entry is a way to gather information about a foreign market before deciding whether to enter on a significant scale and how best to enter. By giving the firm time to collect information, small-scale entry reduces the risks associated with a subsequent large-scale entry. But the lack of commitment associated with small-scale entry may make it more difficult for the small-scale entrant to build market share and to capture first-mover or early-mover advantages. The risk-averse firm that enters a foreign market on a small scale may limit its potential losses, but it may also miss the chance to capture first-mover advantages.

MARKET ENTRY SUMMARY There are no “right” decisions here, just deci- sions that are associated with different levels of risk and reward. Entering a large devel- oping nation such as China or India before most other international businesses in the firm’s industry, and entering on a large scale, will be associated with high levels of risk. In such cases, the liability of being foreign is increased by the absence of prior foreign entrants whose experience can be a useful guide. At the same time, the potential long- term rewards associated with such a strategy are great. The early large-scale entrant into a major developing nation may be able to capture significant first-mover advan- tages that will bolster its long-run position in that market. 9 This was what GM hoped to do when it entered China in 1997, and as of 2010 it seems as if GM has captured a significant first-mover, or at least early-mover, advantage (see the opening case). In contrast, entering developed nations such as Australia or Canada after other interna- tional businesses in the firm’s industry, and entering on a small scale to first learn more about those markets, will be associated with much lower levels of risk. However, the potential long-term rewards are also likely to be lower because the firm is essentially forgoing the opportunity to capture first-mover advantages and because the lack of commitment signaled by small-scale entry may limit its future growth potential. This section has been written largely from the perspective of a business based in a developed country considering entry into foreign markets. Christopher Bartlett and Sumantra Ghoshal have pointed out the ability that businesses based in developing nations have to enter foreign markets and become global players. 10 Although such firms tend to be late entrants into foreign markets, and although their resources may be limited, Bartlett and Ghoshal argue that such late movers can still succeed against well-established global competitors by pursuing appropriate strategies. In particular, Bartlett and Ghoshal argue that companies based in developing nations should use the entry of foreign multi- nationals as an opportunity to learn from these competitors by benchmarking their operations and performance against them. Furthermore, they suggest the local company may be able to find ways to differentiate itself from a foreign multinational, for example, by focusing on market niches that the multinational ignores or is unable to serve effec- tively if it has a standardized global product offering. Having improved its performance through learning and differentiated its product offering, the firm from a developing nation may then be able to pursue its own international expansion strategy. Even though the firm may be a late entrant into many countries, by benchmarking and then differenti- ating itself from early movers in global markets, the firm from the developing nation

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424 Part Five Competing in a Global Marketplace

Management FOCUS

The Jollibee Phenomenon—A Philippine Multinational

Jollibee is one of the Philippines’ phenomenal business suc- cess stories. Jollibee, which stands for “Jolly Bee,” began operations in 1975 as a two-branch ice cream parlor. It later expanded its menu to include hot sandwiches and other meals. Encouraged by early success, Jollibee Foods Corpora- tion was incorporated in 1978, with a network that had grown to seven outlets. In 1981, when Jollibee had 11 stores, McDonald’s began to open stores in Manila. Many observers thought Jollibee would have difficulty competing against McDonald’s. However, Jollibee saw this as an opportunity to learn from a very successful global competitor. Jollibee benchmarked its performance against that of McDonald’s and started to adopt operational systems similar to those used at McDonald’s to control its quality, cost, and service at the store level. This helped Jollibee to improve its performance. As it came to better understand McDonald’s business model, Jollibee began to look for a weakness in McDonald’s global strategy. Jollibee executives concluded that McDonald’s fare was too standardized for many locals, and that the local firm could gain share by tailoring its menu to local tastes. Jollibee’s hamburgers were set apart by a secret mix of spices blended into the ground beef to make the burgers sweeter than those produced by McDonald’s, appealing more to Philippine tastes. It also offered local fare including various rice dishes, pineapple burgers, and banana langka and peach mango pies for desserts. By pursuing

this strategy, Jollibee maintained a leadership position over the global giant. By 2006, Jollibee had over 540 stores in the Philippines, a market share of more than 60 percent, and revenues in excess of $600 million. McDonald’s, in contrast, had about 250 stores. In the mid-1980s, Jollibee had gained enough confidence to expand internationally. Its initial ventures were into neighboring Asian countries such as Indonesia, where it pursued the strategy of localizing the menu to better match local tastes, thereby differentiating itself from McDonald’s. In 1987, Jollibee entered the Middle East, where a large contingent of expatriate Filipino workers provided a ready- made market for the company. The strategy of focusing on expatriates worked so well that in the late 1990s Jollibee decided to enter another foreign market where there was a large Filipino population—the United States. Between 1999 and 2004, Jollibee opened eight stores in the United States, all in California. Even though many believe the U.S. fast- food market is saturated, the stores have performed well. While the initial clientele was strongly biased toward the expatriate Filipino community, where Jollibee’s brand awareness is high, non-Filipinos increasingly are coming to the restaurant. In the San Francisco store, which has been open the longest, more than half the customers are now non-Filipino. Recently Jollibee has focused its attentions on two inter- national markets, mainland China and India. It has more than 100 stores in China, which operate under the Yonghe brand name (and serve Chinese style fast food). While it

Jollibee may be heading your way! Unlike many fast-food chains that have their roots within the United States, the Jollibee chain originated in the Philippines using McDonald’s as a role model.

(continued)

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Chapter Twelve Entering Foreign Markets 425

does not yet have a presence in India, the company is re- ported to be considering its options for entering that nation and is reported to be considering acquiring an Indian fast- food chain, although as with so many enterprises, Jollibee has slowed its expansion strategy in the wake of the 2008–2009 global financial crisis. Jollibee has a bright future as a niche player in a market that has historically been dominated by U.S. multinationals.

Sources: Christopher Bartlett and Sumantra Ghoshal, “Going Global: Lessons from Late Movers,” Harvard Business Review, March–April 2000, pp. 132–45; “Jollibee Battles Burger Giants in US Market,” Philippine Daily Inquirer, July 13, 2000; M. Ballon, “Jollibee Struggling to Expand in U.S.,” Los Angeles Times, September 16, 2002, p. C1; J. Hookway, “Burgers and Beer,” Far Eastern Economic Review, December 2003, pp. 72–74; S. E. Lockyer, “Coming to America,” Nation’s Restaurant News , February 14, 2005, pp. 33–35; Erik de la Cruz, “Jollibee to Open 120 New Stores This Year, Plans India,” Inquirer Money, July 5, 2006, www.business.inquirer.net; and www.jollibee.com.ph.

may still be able to build a strong international business presence. A good example of how this can work is given in the above Management Focus, which looks at how Jollibee, a Philippines-based fast-food chain, has started to build a global presence in a market dominated by U.S. multinationals such as McDonald’s and KFC.

Entry Modes Once a firm decides to enter a foreign market, the question arises as to the best mode of entry. Firms can use six different modes to enter foreign markets: exporting, turn- key projects, licensing, franchising, establishing joint ventures with a host-country firm, or setting up a new wholly owned subsidiary in the host country. Each entry mode has advantages and disadvantages. Managers need to consider these carefully when deciding which to use. 11

EXPORTING Many manufacturing firms begin their global expansion as export- ers and only later switch to another mode for serving a foreign market. We take a close look at the mechanics of exporting in the next chapter. Here we focus on the advan- tages and disadvantages of exporting as an entry mode.

Advantages Exporting has two distinct advantages. First, it avoids the often sub- stantial costs of establishing manufacturing operations in the host country. Second, exporting may help a firm achieve experience curve and location economies (see Chapter 11). By manufacturing the product in a centralized location and exporting it to other national markets, the firm may realize substantial scale economies from its global sales volume. This is how Sony came to dominate the global TV market, how Matsushita came to dominate the VCR market, how many Japanese automakers made inroads into the U.S. market, and how South Korean firms such as Samsung gained market share in computer memory chips.

Disadvantages Exporting has a number of drawbacks. First, exporting from the firm’s home base may not be appropriate if lower-cost locations for manufacturing the product can be found abroad (i.e., if the firm can realize location economies by mov- ing production elsewhere). Thus, particularly for firms pursuing global or transna- tional strategies, it may be preferable to manufacture where the mix of factor conditions is most favorable from a value creation perspective and to export to the rest of the world from that location. This is not so much an argument against exporting as an argument against exporting from the firm’s home country. Many U.S. electronics firms have moved some of their manufacturing to the Far East because of the avail- ability of low-cost, highly skilled labor there. They then export from that location to the rest of the world, including the United States. A second drawback to exporting is that high transport costs can make exporting uneconomical, particularly for bulk products. One way of getting around this is to

LEARNING OBJECTIVE 2 Compare and contrast the different modes that firms

use to enter foreign markets.

Exporting Sale of products produced in one country to residents of another country.

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manufacture bulk products regionally. This strategy enables the firm to realize some economies from large-scale production and at the same time to limit its transport costs. For example, many multinational chemical firms manufacture their products region- ally, serving several countries from one facility.

Another drawback is that tariff barriers can make exporting uneconomical. Similarly, the threat of tariff barriers by the host-country government can make it very risky. A fourth drawback to ex- porting arises when a firm delegates its marketing, sales, and service in each country where it does business to another company. This is a common approach for manufacturing firms that are just be- ginning to expand internationally. The other com- pany may be a local agent, or it may be another multinational with extensive international distribu- tion operations. Local agents often carry the prod-

ucts of competing firms and so have divided loyalties. In such cases, the local agent may not do as good a job as the firm would if it managed its marketing itself. Similar problems can occur when another multinational takes on distribution. The way around such problems is to set up wholly owned subsidiaries in foreign nations to handle local marketing, sales, and service. By doing this, the firm can exer- cise tight control over marketing and sales in the country while reaping the cost ad- vantages of manufacturing the product in a single location, or a few choice locations.

TURNKEY PROJECTS Firms that specialize in the design, construction, and start-up of turnkey plants are common in some industries. In a turnkey project, the contractor agrees to handle every detail of the project for a foreign client, including the training of operating personnel. At completion of the contract, the foreign client is handed the “key” to a plant that is ready for full operation—hence, the term turnkey. This is a means of exporting process technology to other countries. Turnkey projects are most common in the chemical, pharmaceutical, petroleum refining, and metal re- fining industries, all of which use complex, expensive production technologies.

Advantages The know-how required to assemble and run a technologically com- plex process, such as refining petroleum or steel, is a valuable asset. Turnkey projects are a way of earning great economic returns from that asset. The strategy is particu- larly useful where FDI is limited by host-government regulations. For example, the governments of many oil-rich countries have set out to build their own petroleum refining industries, so they restrict FDI in their oil and refining sectors. But because many of these countries lack petroleum-refining technology, they gain it by entering into turnkey projects with foreign firms that have the technology. Such deals are often attractive to the selling firm because without them, they would have no way to earn a return on their valuable know-how in that country. A turnkey strategy can also be less risky than conventional FDI. In a country with unstable political and economic envi- ronments, a longer-term investment might expose the firm to unacceptable political and/or economic risks (e.g., the risk of nationalization or of economic collapse).

Disadvantages Three main drawbacks are associated with a turnkey strategy. First, the firm that enters into a turnkey deal will have no long-term interest in the foreign country. This can be a disadvantage if that country subsequently proves to be

Another Per spect i ve

Saudi Arabia to Export Phosphate In an effort to curb its reliance on oil as the country’s primary export commodity, the kingdom of Saudi Arabia has taken steps to develop and market a number of its other natural resources, including phosphate, gold, and bauxite, the main source of aluminum. Phosphate is important in the manufac- ture of many commercial fertilizers. As the world population continues to grow, the global food crisis deepens, leading economists to emphasize the need to optimize crop yields. Thus, fertilizer stands to become an important commodity. According to the Saudi Ports Authority, plans are under way to export phosphates from the port of Ras al-Zour. (“Saudis to Start Exporting Phosphates in Dec—Paper,” Reuters.com, January 27, 2010, www.reuters.com)

Turnkey Project A project in which a

firm agrees to set up an operating plant for a

foreign client and hand over the “key” when the plant is fully operational.

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Chapter Twelve Entering Foreign Markets 427

a major market for the output of the process that has been exported. One way around this is to take a minority equity interest in the operation. Second, the firm that enters into a turnkey project with a foreign enterprise may inadvertently create a competitor. For example, many of the Western firms that sold oil-refining technology to firms in Saudi Arabia, Kuwait, and other Gulf states now find themselves competing with these firms in the world oil market. Third, if the firm’s process technology is a source of competitive advantage, then selling this technology through a turnkey project is also selling competitive advantage to potential and/or actual competitors.

LICENSING A licensing agreement is an arrangement whereby a licensor grants the rights to intangible property to another entity (the licensee) for a specified period, and in return, the licensor receives a royalty fee from the licensee. 12 Intangible property includes patents, inventions, formulas, processes, designs, copyrights, and trademarks. For example, to enter the Japanese market, Xerox, inventor of the photocopier, estab- lished a joint venture with Fuji Photo that is known as Fuji–Xerox. Xerox then licensed its xerographic know-how to Fuji–Xerox. In return, Fuji–Xerox paid Xerox a royalty fee equal to 5 percent of the net sales revenue that Fuji–Xerox earned from the sales of photocopiers based on Xerox’s patented know-how. In the Fuji–Xerox case, the license was originally granted for 10 years, and it has been renegotiated and extended several times since. The licensing agreement between Xerox and Fuji–Xerox also limited Fuji– Xerox’s direct sales to the Asian Pacific region (although Fuji–Xerox does supply Xerox with photocopiers that are sold in North America under the Xerox label). 13

Advantages In the typical international licensing deal, the licensee puts up most of the capital necessary to get the overseas operation going. Thus, a primary advantage of licensing is that the firm does not have to bear the development costs and risks as- sociated with opening a foreign market. Licensing is very attractive for firms lacking the capital to develop operations overseas. In addition, licensing can be attractive when a firm is unwilling to commit substantial financial resources to an unfamiliar or politically volatile foreign market. Licensing is also often used when a firm wishes to participate in a foreign market but is prohibited from doing so by barriers to invest- ment. This was one of the original reasons for the formation of the Fuji–Xerox joint venture in 1962. Xerox wanted to participate in the Japanese market but was prohib- ited from setting up a wholly owned subsidiary by the Japanese government. So Xerox set up the joint venture with Fuji and then licensed its know-how to the joint venture. Finally, licensing is frequently used when a firm possesses some intangible property that might have business applications, but it does not want to develop those applica- tions itself. For example, Bell Laboratories at AT&I originally invented the transistor circuit in the 1950s, but AT&I decided it did not want to produce transistors, so it licensed the technology to a number of other companies, such as Texas Instruments. Similarly, Coca-Cola has licensed its famous trademark to clothing manufacturers, which have incorporated the design into clothing.

Disadvantages Licensing has three serious drawbacks. First, it does not give a firm the tight control over manufacturing, marketing, and strategy that is required for realizing experience curve and location economies. Licensing typically involves each licensee setting up its own production operations. This severely limits the firm’s ability to realize experience curve and location economies by producing its product in a cen- tralized location. When these economies are important, licensing may not be the best way to expand overseas. Second, competing in a global market may require a firm to coordinate strategic moves across countries by using profits earned in one country to support competitive

Licensing Occurs when a firm (the licensor) licenses the rights to produce its product, its production processes, or its brand name or trademark to another firm (the licensee); in return, the licensor collects a royalty fee from the licensee.

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428 Part Five Competing in a Global Marketplace

attacks in another. By its very nature, licensing limits a firm’s ability to do this. A licensee is unlikely to allow a multinational firm to use its profits (beyond those due in the form of royalty payments) to support a dif- ferent licensee operating in another country.

A third problem with licensing is one that we encountered in Chapter 7 when we reviewed the economic theory of FDI. This is the risk associated with licensing technological know-how to foreign companies. Technological know-how constitutes the basis of many multinational firms’ competitive ad- vantage. Most firms wish to maintain control over how their know-how is used, and a firm can quickly lose control over its technology by licensing it. Many firms have made the mistake of thinking they could maintain control over their know-how within the framework of a licensing agreement. RCA Corpora-

tion, for example, once licensed its color TV technology to Japanese firms including Matsushita and Sony. The Japanese firms quickly assimilated the technology, improved on it, and used it to enter the U.S. market, taking substantial market share away from RCA. There are ways of reducing this risk. One way is by entering into a cross-licensing agreement with a foreign firm. Under a cross-licensing agreement, a firm might license some valuable intangible property to a foreign partner, but in addition to a royalty payment, the firm might also request that the foreign partner license some of its valuable know-how to the firm. Such agreements are believed to reduce the risks associated with licensing technological know-how, since the licensee realizes that if it violates the licensing contract (by using the knowledge obtained to compete directly with the licensor), the licensor can do the same to it. Cross-licensing agreements enable firms to hold each other hostage, which reduces the probability that they will behave opportunistically toward each other. 14 Such cross-licensing agreements are increasingly common in high-technology industries. For example, the U.S. biotech- nology firm Amgen licensed one of its key drugs, Nuprogene, to Kirin, the Japanese pharmaceutical company. The license gives Kirin the right to sell Nuprogene in Japan. In return, Amgen receives a royalty payment and, through a licensing agreement, gained the right to sell some of Kirin’s products in the United States. Another way of reducing the risk associated with licensing is to follow the Fuji–Xerox model and link an agreement to license know-how with the formation of a joint ven- ture in which the licensor and licensee take important equity stakes. Such an approach aligns the interests of licensor and licensee because both have a stake in ensuring that the venture is successful. Thus, the risk that Fuji Photo might appropriate Xerox’s technological know-how and then compete directly against Xerox in the global photo- copier market was reduced by the establishment of a joint venture in which both Xerox and Fuji Photo had an important stake.

FRANCHISING Franchising is similar to licensing, although franchising tends to involve longer-term commitments than licensing. Franchising is basically a special- ized form of licensing in which the franchiser not only sells intangible property (nor- mally a trademark) to the franchisee, but also insists that the franchisee agree to abide by strict rules as to how it does business. The franchiser will also often assist the fran- chisee to run the business on an ongoing basis. As with licensing, the franchiser typi- cally receives a royalty payment, which amounts to some percentage of the franchisee’s

At the completion of the contract, the foreign client is handed the “key” to a plant that is ready for full operation.

Franchising A specialized form of

licensing in which the franchiser sells

intangible property to the franchisee and insists on

rules to conduct the business.

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Chapter Twelve Entering Foreign Markets 429

revenues. Whereas licensing is pursued primarily by manufacturing firms, franchising is employed primarily by service firms. 15 McDonald’s is a good example of a firm that has grown by using a franchising strategy. McDonald’s strict rules as to how franchi- sees should operate a restaurant extend to control over the menu, cooking methods, staffing policies, and design and location. McDonald’s also organizes the supply chain for its franchisees and provides management training and financial assistance. 16

Advantages The advantages of franchising as an entry mode are very similar to those of licensing. The firm is relieved of many of the costs and risks of opening a foreign market on its own. Instead, the franchisee typically assumes those costs and risks. This creates a good incentive for the franchisee to build a profitable operation as quickly as possible. Thus, using a franchising strategy, a service firm can build a global presence quickly and at a relatively low cost and risk, as McDonald’s has.

Disadvantages The disadvantages are less pronounced than in the case of licens- ing. Since franchising is often used by service companies, there is no reason to con- sider the need for coordination of manufacturing to achieve experience curve and location economies. But franchising may inhibit the firm’s ability to take profits out of one country to support competitive attacks in another. A more significant disadvan- tage of franchising is quality control. The foundation of franchising arrangements is that the firm’s brand name conveys a message to consumers about the quality of the firm’s product. Thus, a business traveler checking in at a Four Seasons hotel in Hong Kong can reasonably expect the same quality of room, food, and service that she would receive in New York. The Four Seasons name is supposed to guarantee consistent product quality. This presents a problem in that foreign franchisees may not be as concerned about quality as they are supposed to be, and the result of poor quality can extend beyond lost sales in a particular foreign market to a decline in the firm’s world- wide reputation. For example, if the business traveler has a bad experience at the Four Seasons in Hong Kong, she may never go to another Four Seasons hotel and may urge her colleagues to do likewise. The geographical distance of the firm from its foreign franchisees can make poor quality difficult to detect. In addition, the sheer numbers of franchisees—in the case of McDonald’s, tens of thousands—can make quality control difficult. Due to these factors, quality problems may persist. One way around this disadvantage is to set up a subsidiary in each country in which the firm expands. The subsidiary might be wholly owned by the company or a joint venture with a foreign company. The subsidiary assumes the rights and obligations to establish franchises throughout the particular country or region. McDonald’s, for example, establishes a master franchisee in many countries. Typically, this master fran- chisee is a joint venture between McDonald’s and a local firm. The proximity and the smaller number of franchises to oversee reduce the quality control challenge. In addi- tion, because the subsidiary (or master franchisee) is at least partly owned by the firm, the firm can place its own managers in the subsidiary to help ensure that it is doing a good job of monitoring the franchises. This organizational arrangement has proven very satisfactory for McDonald’s, KFC, and others.

JOINT VENTURES A joint venture entails establishing a firm that is jointly owned by two or more otherwise independent firms. Fuji–Xerox, for example, was set up as a joint venture between Xerox and Fuji Photo. Establishing a joint venture with a foreign firm has long been a popular mode for entering a new market. As we saw in the opening case, General Motors used a joint-venture strategy to enter the Chinese automobile market. The most typical joint venture is a 50/50 venture, in which each of the two parties holds a 50 percent ownership stake and contributes a team of managers

Joint Venture Establishing a firm that is jointly owned by two or more otherwise independent firms.

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430 Part Five Competing in a Global Marketplace

to share operating control. This was the case with the Fuji–Xerox joint venture until 2001; it is now a 25/75 venture with Xerox holding 25 percent. The GM SAIC ven- ture in China was a 50/50 venture until 2010, when it became a 51/49 venture, with SAIC holding the 51 percent stake. Some firms, however, have sought joint ventures in which they have a majority share and thus tighter control. 17