Go Global Grading Checklist: Use This Document To Help Guide

Go Global Grading Checklistuse This Document To Help Guide The Design

Use this document to help guide the design of your Go Global Training Video. Prepare a 10-15 minute PowerPoint presentation (no more than 7 slides) on one of the following training topics: Culture Shock Training, Culture Competency Training, Relocation Orientation Training (country-specific), or Cultural Orientation Toolkit Training (country-specific). The presentation should include an introduction slide with the training title and your name, a learning outcomes slide with 2-4 outcomes, content that aligns with the selected topic and outcomes, and a reference slide citing your sources. Each slide must be narrated, and the narration should be clear, aligned with the slide content, well-paced, and not overwhelming.

The presentation must be uploaded to YouTube as a video link. Afterward, post the URL to the Go Global discussion board. You are also expected to watch four other student videos, ask three questions about each, and respond to questions on your own video by June 11th. The grading will be based on the quality of the presentation, technical aspects, research, and engagement in the discussion forum.

Paper For Above instruction

The goal of global HR training is to prepare employees and management for successful overseas assignments by equipping them with necessary cultural, logistical, and contextual knowledge about the host country. Skillful design of such training modules involves clarity, research, engagement, technical quality, and cultural sensitivity. This paper discusses the essential elements and best practices for creating an effective Go Global training video and presentation that fosters understanding and readiness among international assignees.

First and foremost, selecting an appropriate training topic is crucial. The four available topics—Culture Shock, Cultural Competency, Relocation Orientation, and Cultural Orientation Toolkit—cover vital dimensions of international assignments. Each provides a specific lens through which employees can understand the cultural and logistical nuances they will face. For instance, Culture Shock Training helps employees recognize symptoms and develop coping strategies, reducing stress and improving adaptability (Searle & Ward, 1990). Similarly, Cultural Competency Training enhances intercultural communication skills, facilitating smoother interactions in diverse environments (Bennett, 2013).

In designing the training presentation, clarity of content and engagement are paramount. The presentation must be concise, approximately 10-15 minutes, comprising no more than seven slides, following best practices for visual communication. Each slide should contain focused information aligned with the narrator’s commentary. This involves logical sequencing of content, beginning with an introduction to the topic, followed by detailed insights, and concluding with key takeaways or resources. This structure ensures a logical flow, enhancing trainees' comprehension and retention (Mayer, 2003).

Research-backed content strengthens credibility and relevance. Citing reputable academic sources, trade publications, and governmental reports is essential. For example, when highlighting political or economic considerations of a host country, including recent data on political stability, currency fluctuations, and trade policies provides practical insights. For cultural aspects, referencing ethnographic studies or intercultural communication theories helps trainees understand social norms, religious practices, and language nuances (Hall, 1976; Hofstede, 2001). Properly citing all sources on a dedicated reference slide maintains transparency and academic integrity.

Technical execution also influences the effectiveness of the training video. Narration should be clear, with moderate pacing and good volume, ensuring accessibility. Each slide's content should be summarized effectively without overloading information, aligning with the 4x4 rule—the idea that on-screen text should be succinct, with no more than four lines per slide and four words per line (Sweller, 1988). Use of consistent fonts, colors, and design elements across slides enhances visual harmony and professionalism, which boosts engagement and focus (Garner, 2014).

Creativity and adherence to design principles elevate the presentation. Incorporating culturally relevant images, infographics, or short case studies can make the content more relatable and memorable. Moreover, the slideshow should be approximately 15 minutes long, aiming for concise yet comprehensive coverage. Demonstrating creativity involves balancing aesthetic appeal with functionality and informational clarity.

Beyond technical aspects, the assessment emphasizes active participation in peer learning through the discussion forum. Watching others' videos, posing insightful questions, and engaging in meaningful dialogue deepen understanding and foster a collaborative learning environment. These interactions also serve as a platform for feedback, which enhances the overall quality of the training modules (Salmon, 2013).

In summary, designing an effective Go Global training presentation necessitates meticulous planning, robust research, engaging visuals, and interactive components. Combining these elements ensures the training not only informs but also motivates employees to adapt successfully to new cultural settings, ultimately contributing to the success of international assignments.

References

• Bennett, M. J. (2013). Developing intercultural competence through education. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 264-278). SAGE Publications.
• Garner, S. (2014). Visual literacy in education and training. Routledge.
• Hall, E. T. (1976). Beyond culture. Anchor Books.
• Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Sage Publications.
• Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design approaches across different media. Learning and Instruction, 13(2), 125-139.
• Searle, W., & Ward, C. (1990). The prediction of psychological and socio-cultural adjustment during cross-cultural transition. International Journal of Intercultural Relations, 14(4), 449-464.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
• Salmon, G. (2013). E-moderation: The key to teaching and learning online. Routledge.