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ike many companies, your organization likely isexpanding to international markets with overseas employees or affiliated workers who need training. Before you worry about developing learning plans

ontent for each market from scratch, consider what and co012 Training Top 125 winners do to make their train-three 2

aterials ready for overseas learners. With the right plan ing maough flexibility and cultural understanding, your core and eno

ng messages can cross oceans and continents.trainin

L

lans hatched at the home Curricula and lesson pth overseas audiences—office can succeed wittegy and cultural adjustmentsprovided the right strat

are made. BY MARGERY WEINSTEIN

CONSISTENT LESSONS, CULTURALLY RELEVANT DELIVERY

rner, our technical training curriculum transcends many “At Cernt cultures and geographies, but when it comes to soft skills differenessional development courses, the content may need to beor profed to meet different cultural needs,” says Amy Moll, programtailoreder, Catalyst Leadership Development, Cerner. “As a globalmanageny, we strive to create content that meets the needs of ourcompantes in all geographies, but we also have an understandingassociate content must be consistent to ensure all Cerner associatesthat thethe same message and acquire the same knowledge, even if receive t

eans the training may look or feel different.”thththththththththhthaat mexample, Moll notes that based on previous experience, theFor exny has found that its global Cerner associates are more will-companet involved in training events and participate in the activitiesing to gehey are more relevant to their geography. “It is important to when thturally relevant scenarios, case studies, and activities to show use cultociates that we are willing to tailor our training based onour assocation and not force the same scenarios or case studies usedtheir loc

U.S.,” Moll explains.in the Uey Whittaker, senior manager, Catalyst Business Rela-Lindseps, Cerner, says that in addition to cultural and language tionshipnces, local law must be considered. “Our learning partnersdifferenilitators always need to take into account local employment and facihich can be different in each country. Different countries laws, whfferent expectations of the length of a working day with localhave dif

uch as the European Union’s Working Time Directive, regu-laws, suhe number of hours associates can be expected to work in alating thweek. Our managers in all different geographies need to be day or wf the differences that are specific to their regions, and this in-aware ofon can be tailored in our management training offerings.”formatiosure the content is relevant to the overseas audience of learn-To ensoll and Whittaker recommend getting non-U.S. associates ers, Mod in the process of developing the content. “The best way isinvolvedve learning partners from other countries in the design andto involv

44 | NOVEMBER/DECEMBER 2012 training www.trainingmag.com

development of the learning events—and get them in-volved early in the process. That way, you can design a course to meet the needs of all markets rather than hav-ing to adapt later.”

The issues may not just be cultural, they may bepractical, adds Whittaker. “In our global locations, courses may need to run effectively with muchsmaller audiences, in smaller spaces, without thebenefit of break-out rooms, and virtually whereassociates are spread out over a wide geography. If you start the design process with a global mindset,the programs or courses will be easier to implementoutside of the U.S. and ‘testing’ the materials will beless cumbersome.”

Whittaker recommends having a big-picture strategy in place before giving the final approval for an overseasrollout. “Prior to finalizing the course or program, cre-ate a rollout plan that includes how you plan to ramp upfacilitators in each global location. It is also a good idea to offer a global pilot to obtain feedback from local asso-ciates. This gives you the opportunity to make necessary changes before the course is rolled out in the U.S. and globally.”

MAKE THE MESSAGE TRANSLATE—LITERALLYLearners outside of headquarters often require translation of thematerial, but companies can fail to recognize the importanceof more “subtle” language differences, says Carolyn Ryffel, di-rector, Global Training Consultant Network & CurriculumDesign, Intercultural and Language Solutions, Cartus. “Be sure

the proper version/form of the language is being used,” she says, noting the following:• Chinese—for People’s Republic of China—simplified charac-ters of Putongwa; Taiwan is OK with Putongwa, but they have their own, which uses the older versions of the characters.

• Portuguese—Brazilian Portuguese is different from what’s used in Portugal.

• Spanish—for Latin America, there is a “middle ground” Amer-ican Spanish (using vocabulary understood by all countries),

Getting started on developing content for learners in countries where your com-

pany is expanding can be intimidating. Here are key tips from Mara Swan, EVP of

Global Strategy & Talent, international training services provider ManpowerGroup:

• Adopt a fixed and flexible training framework. Make sure you know what has

to be done the same to drive business performance versus what is the same

because it feels comfortable to U.S.-based learning and development profes-

sionals. This will allow other cultures to see we have a shared culture.

• Ensure that training tone and content aligns with company culture, values

and vision, and mission—all of which will help you be more globally correct

since many times company culture trumps local culture.

• Ensure up front that you involve people who know the country either in the

design phase or review of the design. Pilot if you are unsure and then adapt

it prior to full rollout.

• Acknowledge that you have cultural biases and continually test them to ensure

you don’t do something that negates the training.

• Test the boundaries—people are changing, and sometimes what was once

a cultural norm no longer is. This will allow you to create more innovative

training techniques and keep learning interesting and fun.

CONTENT FOR OVERSEAS LEARNERS 101

By Ancella Livers, Creative Leadership Center Taking U.S.-based training methods to a global audience can be a tricky

business. Techniques you’ve honed may not work. Your best jokes may

fall flat and your conversations may take turns you had never considered.

So what do you do? When you’re facilitating development to a global

audience, it’s best to get into learning mode and stay there. Taking U.S.

training to other parts of the world isn’t for the faint of heart, but it can be

fun and rewarding. Just remember a few tips:

1. DO RESEARCH ON THE COUNTRYRR ’S CULTULL RAL NORMS. Having

an understanding of the culture will help you recognize which of

your techniques might work and which might not.

2. MAKE A FRIA END. If possible, cultivate an internal confidante who

can help you navigate the cultural dynamics.

3. READ YOYY UR ENVIRONMENT. Be conscious of your environment

when you suggest an activity or bring up a point. You won’t always

know in advance how your methods will be understood, so be aware

as you present so you can modify your behaviors in the moment.

4. BE WILLING TO INCORPORATE LOCAL ELEMENTS AND/ORDD

PERSPECTIVES INTO YOYY UR TRAINING METHODS. While you

may be the expert, be open to trying a different technique to get the

larger message across.

5. HOLD YOYY UR TRUTHS LIGHTLYLL .YY Ideas, concepts, even

methodologies you utilize may not resonate when you are out of the

country. Be prepared if practices need to be tweaked or changed to

fit your participants’ perspectives or circumstances.

6. FLOW WITH YOYY UR AUDIENCE. Your participants may not take

conversations down the paths you’re expecting. Before guiding

them in the direction you wish to go, make sure you understand the

cultural and organizational context in which you’re training. It may

be you who needs to change.

7. BE CAREFUL WITH HUMOR. Humor can easily backfire.

8. DON’T DOWNPLAY YOYY UR EXPERTISE. Many times, those of us in

the U.S. want to back away from our expertise and take on an “aw,

shucks” approach. However, some cultures want an expert and if

you don’t claim your expertise, you have reduced your value.

9. TIME MAY BE FLUID. Just because you think an activity should

take a certain amount of time doesn’t mean it will. Depending upon

where you are, time can be a fairly fluid component. Some places

are succinct, while in others, you may not begin your presentation

until an hour after you were to have finished—and no one but you

seems bothered. So simply relax and adjust to those around you.

10. BE RESPECTFUL. More than anything, be respectful of the

culture of your participants. If there is something in your presenta-

tion you know has the potential of being offensive—certain kinds of

images, expressions, activities—ask someone about it first and be

willing to excise the problem.

TIPS FOR TRAINERS

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www.trainingmag.com46 | NOVEMBER/DECEMBER 2012 training

and itd ist differents fromt them Spanishe inh Spain.n• English—British orh American?r It makest as differenceaand, for printedr materials,d also affects thes papere size.r

“Some conceptse ares soe specific thatc theyt needy tod stayin then originale languagel (often,e English),” says Ryffel.s“Also, for ar languagea suche ash Chinese,s there cane benendless debatess ofs whatf thet correcte translationt is;n onecompany Iy know ofw decidedf notd tot translate anythingejust tot avoid suchd discussions.h And bed suree toe use theename ofe thef countrye iny then waye thaty ist thats country’stpreference—or ifr it’sf as politicala minefield,l avoid put-dting itg int writing.”n

Along withg theh languagee ande learningd content,g thetraining environmentg andt set-upd must bet culturallyesensitive. Ryffel saysl tos research howh thosew youe areu de-eveloping contentg fort arer comfortablee receivinge training.g“Be mindfule ofl thef hierarchy;e it affectst hows trainingwgroups ares organizede andd thed timinge ofg relatedf events,”dshe advises.e “Maintain an ‘safe’a environment—in manyncultures, making mistakesg iss nots viewedt asd as learningaopportunity buty rathert anr opportunityn toy lose face;echeck understandingk ing multiplen ways.e Asking ‘Dog youunderstand?’ can resultn int lossn ofs face—notf fort ther oneewho didn’t understandt something,d but fort ther trainere whor didn’texplain itn adequately.”t

Also, she says,e make suree youe knowu howw tow establish credibilityhfor yourselfr andf ford ther program;e sometimes, experience ise mostsimportant, while othere times,r it’s degrees,s credentials, etc. “Finally,learn hown thew educatione systemn operates.m Often, your participants’rschooling wasg rigid;s the teachere wasr thes authority,e and thed stu-edents’ responsibility wasy tos learn then onee correcte answer—usuallytthrough roteh learning.e This mights informt someone’sm educationalsexpectations. Remember, your goalr isl tos inspire confidencee ase ascredible authoritye andy letd peoplet worke ink theirn ownr language,n evenif youf don’tu understandt it.d If necessaryf ory helpful,r occasionallyorganize smalle groupl discussions arounds ad commona language.”n

TAKE CARE WHEN OUTSOURCINGSome companiese find thed demandse of creatingf org deliveringrcontent fort overseasr learners so daunting thatg theyt needy third-dparty help.y But organizationst going thatg routet shoulde proceeddwith caution,h says Michael F.l Sunderman, executive director,eVerizon Trainingn andg Development.d “Having ag consistenta prac-ttice wheree ae U.S.-baseda companyd developsy and deliversd contentfor U.S.r locations but outsourcest delivery iny othern countriesr hasboth learningh andg corporated culturee implications,”e Sundermanpoints out. “From am learninga standpoint,g the outsourcere needsrto be welle versedl ind then culturee ofe thef companye andy itsd learningprograms to operate ase an extensionn ofn thef company’se learningresources. Otherwise, you areu lefte witht in-languageh contente andtout-of-sync context.”c

When youn worku withk anh overseasn outsources partner,e you stilluface culturale sensitivityl challenges.y “Perhaps thes moree significantefactor isr thes culturale qualitiesl thes companye isy tryings tog convey.Using employeesg ins then U.S.e and contractorsd elsewheres sayse wesare ae U.S.a company thaty doest businesss ins othern countries,”r says

Sunderman. “When then approache ish as company-widea balancee ofeinternal andl externald trainingl resourcesg drivens byn they demandse ofsthe content,e the companye sendsy thes messagee thate itt ist as globala com-lpany basedy ind then U.S.e That ist as mucha moreh engaginge stance.”g

Verizon isn careful tol check backk tok see ife thef oversease programsare deliveringe ong companyn expectations.y The processe of assessingfthe successe of anf overseasn course ande thend makingn adjustmentsgis not sot different fromt assessingm U.S.-basedg courses.d “Today,the timee ite takest to determine ife af learninga programg ism workingknows no geographic boundaries.c If businessf impact, measure-ment approach,t and datad sourcesa have beene identifiedn asd part oftthe developmente process,t then geographyn isy not int play.n Distanceand languaged wille complicatel post-hoce ‘save-the-day’c measure-ment oft learningf programs,”g Sunderman notes.n “Whether goingraround thed cornere orr aroundr thed world,e it ist hard tod make upe forpoor businessr impact assessmentt planning.t Likewise, the prob-elem drivingm theg neede ford adjustmentsr to training onceg deliveryehas begun cann ben tracede backd tok analysis, and tod a lessera degree,rdesign. If af producta hast 30 features in onen country,e but onlyt 29ywhen soldn ind anothern country,r don’t expectt thet learnerse to simplyfigure oute whatt doesn’tt applyt toy them. Localization saysn that alltaspects of thef traininge haveg toe be preparede tod provide thee bestelearning experienceg ine then locatione itn ist delivered. This meanslanguage, content scope,t cultural linkage,l and deliveryd mode.”y

Sunderman recommendsn embracing theg globale mindsetl ort atti-rtude, and thend communicatingn thatg attitudet toe overseas learners.“Money cany ben spente upt front ont makingn trainingg relevantg andtaccessible toe each learningh community,g or ther moneye cany benspent overt timer one lostn productivityt andy correctingd errorsg frommiscommunications,” he says.e “Perhaps more importante aret theeintangible returnse on localizationn investments.n Having employ-gees and customers who believe your company isy focused ontheir success…priceless.” .t

Cerner, Cartus, and Verizon are international companies that know what it

takes to develop effective curricula for overseas learners. Here are their

top tips:

• Use culturally relevanty scenarios,t case studies, and activities to show em-w

ployees you are willing tog tailor yourr trainingr basedg on their locationr and not

force the same scenarios or caser studies used in the U.S.

• Take into account localt employment laws,t which can be different int each

country. For example,r legal lengths of workdaysf vary byy country.y

• Remember ther finer pointsr of languagef translations, such as the difference

between British and American English and the difference between the writ-

ten characters used in the People’s Republic of China and in Taiwan.

• Consider thatr learnerst in other countriesr may noty bet comfortable with the

same format oft discussionf practiced in the U.S. For example,r it mayt makey

some learners uncomfortable to admit at point thet trainer mader did not maket

sense to them because they knowy itw willt cause the trainer tor lose face with

the rest oft thef class.

• Get broadt participation from the overseas organization for whichr you are

developing theg content. Find out directlyt fromy those learners their needsr and

then test outt thet material with some of thosef learners and local trainers.

Doing sog will help create the global mindset thatt ist key toy success.

QUICK TIPS

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