This article reports on a pedagogical tool developed to facilitate effective inter-cultural communication in the workplace. We created pre- and post-instruction videos of a native speaker (NS) and non-native speakers (NNSs) in simulated job interviews. Initial interviews were examined for pragmatic difficulties, and one of the researchers also conducted pre- and post-interviews with the recruiters and the NNSs to obtain reactions to the interviews. Their initial videos and post-interview reactions were used to instruct the NNSs in the pragmatics of a job interview. A panel of three expert instructors also watched the pre- and post-instruction videos and rated all interviews on an inventory of specific pragmatic skills. Their ratings were analyzed to determine the candidates' progress and patterns of pragmatic difficulties. Candidates showed marked improvement in their second interviews, demonstrating that the pedagogical intervention used promoted the development of pragmatic competence. Implications for ESL programs, instructors, TESL, and EWP are discussed. (Contains 3 notes and 2 figures.)