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Adapting Corporate Courses for Use in the
Pacific
This work is licensed under a Creative Commons License.
1. Learning styles of
many Asian countries tend to be much less cognitive, more
tactile, visual, gut-feel and hands-on than is typical of
a U.S./European learning style. Natural development often
occurs on the job rather than in a training room. Mentors
are common, though perhaps not formalized, and they are
often referred to using indigenous terms such as
“sempai” in Japan.
- Early on in any
course provide an overall picture of, a context
for, the objectives of the course. This should
give participants a feel, a preview for what they
are about to do. Details can be shown, but not
probed or explained at this time. You might
introduce a model, a short video of a real and an
ideal interaction, trainers modeling a dialogue,
playing an audiotape, or perhaps even
storytelling or visualizing, walking participants
through an actual example.
- Allow sufficient
time for participants to digest, apply and
integrate their learnings. Remember that, when a
course is in English, every sentence may need to
be mentally translated by participants before it
is understood. Any answer from them then needs to
be formulated and translated back into English,
causing a time lag when answering questions or
making comments.
2. At the same time,
many Asian cultures are incredibly hierarchical,
respectful of authority, position, age and experience.
Egalitarianism may exist, but occurs most often in teams
as they approach a project or task.
- Trainers or
facilitators can assume they are respected and
that they will be listened to with respect.
Participants in their courses may not interrupt
to ask questions or clarify. Participants show
respect for the facilitator by assuming that the
trainer is presenting information in the best way
possible; a good participant will listen and
follow along, assuming they'll understand by
completion of the program.
3. The “Pacific
Region”, as defined by many multinational
corporations, includes an incredibly broad area with an
unbelievable amount of cultural diversity. Values, styles
of thinking and communicating, vary from extreme subtly,
symbolism and respect to direct intellectual inquiry and
challenge. When people from different areas of this
region get together, they may find it difficult to get
along with or understand one another. Finding a common
language is another difficulty.
- Many of the
methods for teaching a culturally diverse
audience in any domestic market are applicable
when training a group of participants from
diverse locations in the Pacific. Use alternative
teaching styles, accessing cognitive learners,
experiential, intuitive, verbal, auditory and
visual learners, for example. Use
lecture/presentation as well as small group work.
Spend time helping the group manage its group
learning process; apply in-class learnings about
multicultural group dynamics to participants'
work lives.
- Practice using
your interpreter effectively. Meet with the
interpreter beforehand. Send any materials you'll
use ahead of time, as a briefing, for the
interpreter. Talk about your teamwork and pacing.
Pause frequently for the interpreter to speak.
Check with participants frequently to ensure that
they are understanding.
4. Pacific Region
employees of western-headquartered multinationals are
often atypical or unusual, avante-garde members of their
societies. They frequently include people who reject many
of the values of their home cultures. Frequently,
however, we find employees who reject some aspects of
their own cultures while tenaciously clinging to other
aspects. They tend to have strong opinions about the
right way to do things. They are frequently strong
individuals whose natural tendency is not ameliorating,
harmonizing or cooperating. They are frequently natural
change agents. On the other hand, they are members of a
subsidiary. Over time they have learned, frequently, that
their opinions don't count. That their markets are not
primary in the corporate scheme of things. They learn to
be more passive, that not “making waves”,
“staying out of sight/out of mind”, is
frequently the easiest. Subsidiary staff watch as
expatriate managers come and go, bringing with them new
ideas and programs which are the “flavor of the
day”. The subsidiary reality creates a skepticism, a
resistance to many things corporate. A fundamental belief
and caution that corporate can not possibly understand
local realities and needs. An elitism that only
subsidiary personnel can truly develop and nurture their
markets.
- Make a real effort
to incorporate local realities into your course.
Easiest and most obvious way are to change
measurements, monetary amounts and dates to local
methods of counting. Other ways include
interviewing participants before the course, and
using their real-life examples as illustrations,
case studies or role plays in the course. A local
task force can be responsible for eliciting such
examples and for preparing participants for the
course. Trainers can ask participants what
aspects of the course apply to their local
situations and why; what parts don't apply and
why. Facilitators can structure time into their
courses for participants to plan how they can
adapt learnings from the corporate course to
local realities.
- Incorporate
on-the-job follow-up into the course. Involve
local management in the course, ensuring that
they understand what you are teaching and
encourage the use of these practices in everyday
work. Maintain your own relationship with the
participants, checking in with them periodically
after the course, and sending any materials
you've promised. This will help build corporate
credibility in participants' eyes.
5. Everything needs to
be balanced, and trainers shouldn't go overboard with a
facilitative approach in Asia. When leading any
multicultural group, strong leadership and structure is
required; structure frees people, enables people of
diverse backgrounds to interact more smoothly. Most
cultures around the world, furthermore, think of and are
accustomed to classroom learning as teacher-centered,
expert-focused. Participants will want to hear the
knowledge and experience you have gained, and then choose
whether and how they will use that knowledge.
- Give clear
instructions and purposes for all activities.
Write these down as well as stating them
verbally. Have a participant or two summarize the
instructions. Observe any individual or small
group activities to ensure that participants are
doing what you intended. Share your own knowledge
and experience freely. Answer questions as well
as deflecting them in a facilitative manner.
State corporate philosophy and direction clearly,
while also encouraging subsidiary staff to give
life to its essence in ways which are culturally
appropriate. Maintain your credibility and
integrity by being true to yourself.
6. A global company
must have a coherent and consistent corporate culture,
which unites all regional and local entities. At the same
time, global corporations must recognize, encourage and
utilize local and regional differences, as assets which
contribute energy and creativity to the corporation.
- Before the course,
think about the values and styles of your Pacific
participants. What is important to them? What are
there key issues now? Access those values when
introducing important components of your course.
Plan how to frame concepts so that they will be
more easily understood and received.
“Change” may be a positive thing in the
U.S., for example, whereas “continuous
improvement” may be better received in
Korea. There are no doubt elements or aspects of
the corporate course which are under-emphasized
at corporate, which can be brought to life in the
Pacific with great effect. Often, the experience
with the course in the Pacific leads to its
improvement and enhancement at home.
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