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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: jsdffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff Access the link to our interactive activity here: jsdffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff 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: Sssssssssd; kf;ffffffffjjjjjjjaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 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