Powerpoint

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Powerpoint creation outlining CH. 10.

Pages are provided below, see attachment.

Sample also provided below for reference.

2

Phase I: Project Proposal

In your proposal outline1

 What your idea is
 What your goal is
 And how you plan to achieve this goal

 Project plan
 Timeline
 Topic areas covered
 Theme /thesis2
 Sources used3

 Presentation mode
 Visuals
 Creativity

 Post your project proposal online to Blackboard before the due date listed on the syllabus (“Discussion Forum” ->
“Semester Project”).

Phase II: Project Submission
Use the Grading Rubric available in the Student Evaluation Packet as a checklist and to ensure you comply

with the expectations.
Before the project due date, turn in the following documents:

Email to the professor in ONE EMAIL: Post online:

 Handout (1-3 + pages)
 Power Point presentation WITHOUT voice-

over
 20 MC questions and answers
 Include the link to your multimedia story in

your email
Optional:

 Peer Evaluation and Grading Form (scan the
copies of all Final Project Group members’
Peer Evaluation and Grading Forms into ONE
PDF document and email it together with the
other required materials to the professor
before the due date)

 Group Evaluation from Classmates (ask
classmates to provide you feedback on your
performance)

 Upload your multimedia story as a MP4 file to
YouTube and share the link. Post the link to your
multimedia / digital story (MP4 Video file format
only) to Blackboard
( -> “discussion forum” -> “Semester Project”)

 Handout to be posted to Blackboard
( -> “discussion forum” -> “Semester Project”)

 Interactive Activity to be posted into the virtual
whiteboard space

 Handout

1-3 + pages. 12 point fond, Times New Roman, single-spaced, bullet points
General ideas, summary of important information to consider, theories, definitions, explanations, background information, key
concepts that you want your audience to remember4

1 See SHORT & SWEET – How to Create a Comprehensive Research Proposal and Project Proposal
2 See SHORT & SWEET – How to Create a Research Topic, Develop a Research Theme and Thesis, and Conduct Research
SHORT & SWEET – How to Formulate a Strong Theme and Thesis Statements
SHORT & SWEET – How to Effectively Utilize Formal Analysis and Synthesis in Written and Oral Communication, Develop a Theme and Thesis Statements
and Master Organization
3 See SHORT & SWEET – How to Cite Sources Properly
4 See SHORT & SWEET – How to Create a Meaningful Protocol and Handout

3

Include Sources5
 Handouts are to be emailed to the professor before the date that they are due (Microsoft Word file attachment only, not a

link to a cloud document).
 Post your handout online to Blackboard (“Discussion Forum” -> “Semester Project”).

 Power Point presentation of your topic (WITHOUT voice-over function)
You are encouraged to include an array of different media, such as videos, graphics, pictures, activities, application exercises, as
well as sources.6

 Power point presentations are to be emailed to the professor before the date that they are due (Microsoft Power Point file
attachment only without voice-over function, not a link to cloud document).

 Multimedia Story / Digital Story: Voice-over Power Point Presentation saved as MP4 Video file
 Presentations are to be 20-30 minutes long when completing them in a group,7 including some engaging class activity with

the goal to apply the material.8
 Present your Power Point presentation virtually and use the “voice-over” function included in the Microsoft Power Point

software to record a verbal representation of the material supported by your slides.9 Save it in MP4 video file format.
Upload your multimedia story to YouTube and share the link on Blackboard. The link to your multimedia story needs to be
posted to Blackboard (“Discussion Forum” -> “Semester Project”) no later than the Wednesday before the due date of your
project.

 Include the link to your multimedia story in the email to the professor and ensure that it is accessible to non-account hoder
without restrictions.

 Interactive & Engaging Activity: Your interactive and engaging activity needs to be posted to the virtual whiteboard space
no later than the Wednesday before the due date of your project.

 List of 20 MC questions & answers
12 point fond, Times New Roman, single-spaced

• List the question.
• List 4 multiple-choice answers and highlight the correct answer in yellow.
• Provide an explanation where you found the answer (page number, paragraph, internet source etc.)
• You have the option of including some of your questions into your presentation if you want.
 20 questions & answers are to be emailed to the professor before the date that they are due (Microsoft Word file attachmnet

only, not a link to a cloud drive).
 Additional Materials

 If your group chooses to use an activity you develop to apply the materials covered, a role-play, a game etc., the document(s)
is/are to be emailed to the professor before the date that they are due (Microsoft Word format / PDF).

 Peer Evaluation and Grading Form, optional (scanned copy of all group members into one PDF file)
 Turn in ONE scanned PDF copy of ALL group members individual Peer Evaluation and Grading Forms and email this

document together with the other required documents to the professor before the date that it is due, (pages 5 & 6 of the
Student Evaluation Packet). This evaluation will allow you to assess your progress and learning.

 Group Evaluation from Classmates, optional
 It is recommended that you ask classmates to provide you with constructive feedback. Use the Group Evaluation from

Classmates Form to do so. Follow the guidelines given in the Student Evaluation Packet, pages 2 and 3.

TIP: Watch the recommended podcasts, lectures and tutorials on this topic that I have created to help you succeed and
thrive.

5 See SHORT & SWEET – How to Cite Sources Properly
6 See SHORT & SWEET – How to Cite Sources Properly
7 If you did not sign up with a partner to complete your project, then you can elect to reduce your presentation to 10-15 minutes.
8 See SHORT & SWEET – How to Successfully Deliver a Presentation
9 See SHORT & SWEET – How to Create a Multimedia Story and Digital Story

SAMPLE

SEMESTER PROJECT

International Training and Management
Development

Adriana Alvarado-Rivera
Trina Daniel

Semester Group Project
MGMT 4345.21898

February 15, 2020

THOUGHT FOR THE PRESENTATION

One of the most significant
breakthroughs in the 21st

century, is that of the
Global Business Era.

• Training Function

• Virtual and Global Teams

• Global Leadership Development

• Global Mindset – Introduction

• Q & A

• Gut Check: Do you have a global mindset? Exercise

Agenda

3

Training Function

1. Think and act globally.

2. Become an equidistant global learning
organization.

3. Focus on the global system, not its parts.
4. Develop global leadership skills.
5. Empower teams to create a global future.

6. Make learning a core competence for the
global organization.

7. Both the global organization and its individual
members must constantly reinvent themselves.

5

Seven Keys to Remember

The Training Function – Global Training

1. Localized Approach to Global Training and
Development

2. Culture
3. Learning Styles
4. Education Levels and Forms
5. Language – Two Issues
6. Training and Development Laws
7. Transfer of Learning
8. Standardized Approach to International T&D

6

Global Training and Development

Training Function

7

8

What is the primary role of equidistance?

a) To become familiar with local customs
b) To see and think global, not local
c) To be an instructional model
d) To develop global training

Knowledge Assessment

9

What is the primary role of equidistance?

To see and think global, not local
a) To become familiar with local customs
b)
c)

d)

To be an instructional model
To develop global training

Page 290

Knowledge Assessment

Virtual and Global Teams

Virtual and Global Teams

11

Best Practices

Virtual Teams – Best Practices

Establishing and maintaining trust through
the use of communication technology

Ensuring that distributed diversity is
understood and appreciated

Managing virtual work-life cycle meetings

Monitoring team progress using technology

Using team building to enhance virtual team
performance

Continuing periodic face-to-face meetings

Enhancing visibility of virtual members within
the team and outside the organization

Enabling individual members of the virtual team to
benefit from the team.

12

13

Problems are compounded on dispersed

teams due to the fact that team members are

?

a) Not encouraging each other

b) located in different time zones

c) Not adequately trained

d) Not working face-to-face

Knowledge Assessment

14

Problems are compounded on dispersed

teams due to the fact that team members are

?

a) Not encouraging each other

b) located in different time zones

c) Not adequately trained

d) Not working face-to-face

Page 299

Knowledge Assessment

Global Leadership Development

Global Leadership Development

Critical Processes for Global Management Development

Identify High-
Potential
Leaders

1. Elite Cohort: recruited from top universities, screened,
trained and developed (Japan)

2. Elite Political: top graduates are automatically given
high executive positions (France)

3. Managed Development: developed within the MNE
(most common)

Development
of Global
Leadership
Competencies

1. Inquisitiveness (curiosity)
2. Perspective (how leaders look at the world)
3. Character (emotional connection and unwavering

integrity)
4. Savvy (exceptional business and organizational skills)

16

Global Leadership Development, cont.

17

For a global leader, a core set of global attributes and
competencies related to emotional connection and
unwavering integrity is:

a. Choice

b. Character

c. Savvy

d. Perspective

18

Knowledge Assessment

For a global leader, a core set of global attributes and
competencies related to emotional connection and
unwavering integrity is:

a. Choice

19

b. Character

c. Savvy

d. Perspective

Knowledge Assessment

Global Mindset – Introduction

Global Mindset – Characteristics

Manage global
competitivenes

s

Characteristics
of a global

mindset

Work with
multiple
cultures

Manage
global

complexity
and conflict

Manage
multicultural

teams

Manage
uncertainty
and chaos

Manage
global

organization
al learning

21

Global Mindset – Acquiring

22

One of the characteristics of those with a global
mindset is to manage:

a. global competitiveness

b. global complexity and conflict

c. multicultural teams

d. All of the above

23

Knowledge Assessment

One of the characteristics of those with a global
mindset is to manage:

a. global competitiveness

b. global complexity and conflict

c. multicultural teams

24

d. All of the above

Knowledge Assessment

25

Developing a Global Mindset Video

26

• The two critical processes in global leadership
development are identify high-potential leaders and
help them develop global leadership competencies

• Those with a global mindset exhibit certain
characteristics to help them manage multicultural
teams and business environments

• To acquire a global mindset, consider travel,
training, team and transfer

Conclusion

Any Questions?

References
Bersin, J. (2018, July 8). A New Paradigm For Corporate Training: Learning In The Flow of

Work. Retrieved from ww.joshbersin.com: https://joshbersin.com/2018/06/a-new
-paradigm-for-corporate-training-learning-in-the-flow-of-work/

Briscoe, D., Schuler, R., Tarique, I. International Human Resource Management:

Policies andPractices for Multinational Enterprises.. [VitalSource Bookshelf].

Retrieved from https://online.vitalsource.com/#/books/9781134643608/

Managing Virtual Teams: The Ultimate Guide. (2018, October 27). Retrieved from
www.timeclockwizrd.com: https://www.timeclockwizard.com/managing-virtual-teams-.
the-ultimate-guide

Molinaro, V. (2018, May 18). Gut Check: Do You Have a Global Mindset?

Retrieved from https://www.lhh.com/our-knowledge/2018/do-you-have-a-global-

mindset

[Stacie Berdan]. (2016, January 4). Developing a Global Mindset [Video File].

Retrieved from https://www.youtube.com/watch?v=811MQ_qapGU

Gut Check: Do you have a global mindset?
Exercise

Cultivating a Global mindset

30

Are you open to new ideas, strategies and technologies?

* It’s not possible to have a global mindset without a willingness to accept new and

novel ideas.

Do you have a passion to learn about different cultures?

* You can’t be global if you spend all of your time in the familiar.

Do you see common patterns among trends and themes throughout the world?

Do you respect the differences between cultures, but also spot the ways in
which we are the same?

Do you have the ability to change and adopt different business strategies when

dealing with employees and customers?

Openness

Curiosity

Connect

the

dots

Adaptability

Humility: Universally valued trait in every country

Class: MGMT 4345

Synonym: 21898

Group Members: Adriana Alvarado-Rivera, Trina Daniel

Date: February 15, 2020

Multimedia

Access the link to our multimedia story here:
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Access the link to our interactive activity here:
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Class: MGMT 4345

Synonym: 21898

Group Members: Adriana Alvarado-Rivera, Trina Daniels

Date: February 15, 2020

Handout: International Training and Management Development

I. The Training Function

Training refers normally to activities designed to develop or improve employee job
skills.

1. The following seven imperatives have been suggested as keys to global

organizational learning and T&D.

2. Think and act globally. That is, a global enterprise must think about and prepare for a

presence in all the critical markets in the world, not just in its home region.

3. Become an equidistant global learning organization. That is, learning must be

facilitated from and in all cultures.4 In Kenichi Ohmae’s words: “It may be

unfamiliar and awkward, but the primary rule of equidistance is to see—and to

think—global [not local] first.

4. Focus on the global system, not its parts. That is, T&D programs need to focus on

breaking down the silos of departments and even the boundaries between countries

and those that separate customers and suppliers. The focus should be on the “big

picture”.

5. Develop global leadership skills. That is, global leadership requires competencies

different from those needed in the domestic marketplace. These should be one of the

key foci of global training and development programs.

6. Empower teams to create a global future. That is, cross-border and virtual teams

should be increasingly used and empowered to perform critical organizational

projects and problem-solving activities. In addition, these global teams can,

themselves, be a major tool in the development of cross-cultural competencies.

7. Make learning a core competence for the global organization. That is, the global

organization needs to become a global learning organization, where learning and

development permeates all that the organization does.

8. Both the global organization and its individual members must constantly

reinvent themselves. That is, constant self-development must become the
cornerstone of strategies for success for both individuals and organizations in today’s
highly competitive global economy.

A. Important Questions to Consider

1. Who should deliver training in the foreign subsidiaries and joint ventures? Trainers

from headquarters? Local trainers? Independent trainers?

2. How should the training be delivered? Are there local cultural differences and

learning preferences that need to be considered?

3. What are the effects of language differences? Will there be translation problems (for

both written and orally presented materials)? Are there differences in the meanings of

words? Are there terms and phrases that don’t exist in the “foreign” language(s)?

4. Who should take responsibility (headquarters personnel, host-country specialists, or

third-party vendors) for translation?

2

5. Should training programs be exported from headquarters or should overseas

employees be brought to centralized or regional training facilities?

6. How effective is e-learning in the MNE? Can training programs be developed in

various locations and made available to everyone? What are the effects of the various

options?

7. Should courses for management development be handled differently than training for

host-country and third-country employees?

8. To ensure respect for each host country’s culture, should each subsidiary or joint

venture develop its own training? Do they have the capability? Or are there strong

reasons to insist on centrally developed training programs?

9. How does an MNE adapt a training program (in terms of both the content and the

process of the training) to different countries and cultures?

B. Localized Approach to Global Training and Development

1. Cross-cultural differences play an important role in the design, development, and

implementation of T&D in MNEs.

2. Culture – National (and even professional and organizational) culture influences

training.

3. Learning Styles – It is clear that, in addition to differing personal learning styles,

people from differing cultures and countries are used to differing training and

teaching styles.

4. Education Levels and Forms – One of the reasons that the provision of training and

management development to multiple subsidiaries around the world is so complex is

because the basic educational infrastructure varies so much from country to country.

5. Language – Two Issues

a. First issue is to provide training in one language -English

b. Second issue is whether to provide English classes to enable employees to

interact more effectively both within the enterprise as well as to interact

effectively with external constituencies, such as suppliers, sub-contractors,

and customers.

6. Training and Development Laws – MNEs must also take account of national laws and

regulations.

7. Transfer of Learning – This has to do with the extent to which people receiving

training are able to (and/or actually do) apply what they learn to their jobs.

8. Standardized Approach to International T&D -should the use the same method of

training for all? One size fits all approach?

II. Virtual and Global Teams
1. Global and virtual team members usually work from remote locations all over the

world. This collective effort allows these companies to pool their resources to work

toward shared goals.

2. Virtual Team members usually work for the same company.

3. Global Teams often work for different companies.

4. The size of these companies varies.

5. Some might work in the same city or building.

6. Others may collaborate from locations all over the world.

3

7. Companies use various forms of telecommunication to cross physical geographic
barriers and maximize productivity. (Managing Virtual Teams: The Ultimate Guide,
2018)

8. Five keys to building the ideal team are:

a. Team members must have excellent communication skills.
b. Must be well disciplined and a self-starter.
c. Must have a high emotional IQ.
d. Must have technological competence.
e. The Team must be Kept as small as possible.

III. Global Leadership Development
1. T&D is responsible for the development of global managers of MNEs.

2. New “global leadership” theories and models emerged as a complement to the emerging

“global company” model.

a. Main finding of the GLOBE research has been that transformational

leadership (‘TL’) styles are strongly endorsed across cultures. TL is when

leaders develop (transform) their followers into new leaders.

3. Identify High-Potential Leaders

a. ‘Elite Cohort’: recruited from top universities, screened, trained and

developed (Japan)

b. ‘Elite Political’: top graduates are automatically given high executive

positions (France)

c. ‘Managed Development’: developed within the MNE (most common)

4. Development of Global Leadership Competencies

a. Per research conducted by Black, Morrison, and Gregersen, every global

leader has a core set of global attributes and competencies:

i. Inquisitiveness (curiosity)

ii. Perspective (how leaders look at the world)

iii. Character (emotional connection and unwavering integrity)

iv. Savvy (exceptional business and organizational skills)

b. The skills and competencies required by transnational firms have been further

differentiated from those traditionally expected of managers in less-complex

international firms

4

IV. Global Mindset
1. The development of a global mindset is at the core of global leadership development.

2. Defined:
a. Is a way of being rather than a set of skills.

b. The ability to accept and work with cultural diversity as well as involving a
set of attitudes that predispose individuals to balance competing business,
country, and functional priorities which emerge in international [situations].

c. A global manager is the facilitator of personal and organizational change and
development on a global scale.

3. Characteristics:

Those with a global mindset exhibit the ability to:

a. Manage global competitiveness
b. Work and communicate with multiple cultures
c. Manage global complexity and conflict
d. Manage organizational adaptability
e. Manage multicultural teams
f. Manage uncertainty and chaos
g. Manage personal and global organizational learning

4. Acquiring a global mind-set:

a. Travel, Training, Team and Transfer
b. the bottom-line experience that is required for developing a global mindset is

living in another culture and going through the culture shock that is necessary

to learning how to accept and to enjoy living in the foreign culture.

5

V. Interactive Activity
Please access the link to our interactive activity here and respond to our discussion questions in the

virtual whiteboard:

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VI. References

Admin. (2016, July 6). The Secrets of Great Cross-Cultural Leaders. Retrieved from

vnmanpower.com: http://vnmanpower.com/en/great-cross-cultural-leaders-bl280.html

Bersin, J. (2018, July 8). A New Paradigm For Corporate Training: Learning In The Flow of

Work. Retrieved from ww.joshbersin.com: https://joshbersin.com/2018/06/a-new-

paradigm-for-corporate-training-learning-in-the-flow-of-work/

Briscoe, D., Schuler, R., Tarique, I. International Human Resource Management:

Policies andPractices for Multinational Enterprises.. [VitalSource Bookshelf].

Retrieved from https://online.vitalsource.com/#/books/9781134643608/

Managing Virtual Teams: The Ultimate Guide. (2018, October 27). Retrieved from

www.timeclockwizrd.com: https://www.timeclockwizard.com/managing-virtual-teams-

the-ultimate-guide

Class: MGMT 4345

Synonym: 21898

Group Members: Adriana Alvarado-Rivera, Trina Daniel

Date: February 15, 2020

QA: The International Training and Management Development

Question Reference
1. How many imperatives have been suggested as keys to global

organizational learning?

a. 100

b. 10

c. 7
d. 50

Chapter 10, page 289

2. What is the primary role of equidistance?

a. Unfamiliar and awkward
b. To see and think global, not local
c. Instructional model
d. Global training

Chapter 10, page 290

3. Training and development programs need to focus on
the silos of the departments?

a. developing
b. breaking down
c. building up
d. increasing

Chapter 10, page 290

4. The global organization must constantly themselves?

a. Challenge
b. Change
c. Master
d. Reinvent

Chapter 10, page 290

5. The global training falls flat because it is completely
for the particular culture.

a. Inappropriate
b. Disappointing
c. Disrespectful
d. Analytical

Chapter 10, page 292

6. If the training is provided in single, what language would it be?

a. English
b. Chinese
c. Spanish
d. German

Chapter 10, page 295

7. To improve the probability of successful communication and
successful business transactions, you must be able to sell,

negotiate, discuss and manage .

a. Effectively and consistently
b. In the language of one’s neighbors
c. In a friendly manner
d. With superior customer skills

Chapter 10, page 295

8. Problems are compounded on dispersed teams due to the fact
that team members are _

a. Not encouraging each other
b. located in different time zones
c. Not adequately trained
d. Not working face-to-face

Chapter 10, page 299

9. The reason for the increased performance of well managed
heterogenous teams is due to the synergy that comes from

a. Their retention rate
b. Their focus
c. Their knowledge
d. Their diversity

Chapter 10, page 299

10. One of the tips for virtual teams is to

a. Keep the team as large as possible
b. Not develop personal relationships
c. Keep the team as small as practical
d. Reward individual work and not team results

Chapter 10, page 300

11. Which type of leadership style is strongly endorsed across
cultures?

a. transformational
b. adaptive
c. authentic
d. transactional

Chapter 10, page 301

12. Who is responsible for the development of managers and global
leaders for the MNE?

a. Finance
b. Quality
c. Training and Development
d. Operations

Chapter 10, page 300

13. For a global leader, a core set of global attributes and
competencies related to emotional connection and unwavering

integrity is?

a. Choice
b. Character
c. Savvy
d. Perspective

Chapter 10, page 306

14. What is the name of the transnational skill in which
transnationally competent managers understand worldwide

business environment from a global perspective?

a. Foreign experience
b. Collaboration
c. Local responsiveness
d. Global perspective

Chapter 10, page 307

15. When high-potential leaders are identified and developed within
the MNE, this is known as?

a. Managed Development
b. Elite Cohort
c. Elite Political
d. Managed Care

Chapter 10, page 305

16. The development of a global mindset is at the core of global
development.

a. employee
b. consultants
c. CEOs
d. Leadership

Chapter 10, page 308

17. A global manager that facilitates personal and organizational
change and development on a global scale has what kind of

mindset?

a. small
b. global

c. local
d. confused

Chapter 10, page 309

18. One of the characteristics of those with a global mindset is to
manage:

a. global competitiveness
b. global complexity and conflict
c. multicultural teams
d. All of the above

Chapter 10, page 310

19. Acquiring a global mindset requires:

a. Travel
b. Training
c. Transfer
d. All of the above

Chapter 10, page 312

20. One of the critical qualities of a leader who truly has a global
mindset is:

a. smart
b. experienced
c. Humble
d. close-minded

https://www.lhh.com/our-
knowledge/2018/do-you-
have-a-global-mindset

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