Quick donkey bridge: How to handle breaks, humor, questions, and culture-specific phrases like the one above - PASSPORT - Brief Article

It should be easy. Based in London, you work for a large international consulting company. You're scheduled to instruct a course on an in-house software program for people who already have experience using that software. Who cares if the course takes place in Germany, The Netherlands, or France? You're all colleagues, right? Reasonably intelligent? And you all speak English, so why worry?

Even when people are colleagues, all speak English, and are familiar with the material, their attitudes about training and learning new information are governed strongly by their cultural backgrounds. Those backgrounds can make carefully laid training plans go awry.

Breaks matter

Your first hurdle: Planning the timetable--start time, finish time, and break times. Some nationalities like long course days. The Dutch generally believe in making the most of their time. Theirftenet: Value for money above all. Others, Germans for example, differ. You can't expect German participants to stay much beyond 3 p.m. on a Friday. Tailoring your timetable to local custom is mandatory.

In particular, pay attention to breaks. In continental Europe, the smoking issue is handled radically different than in the United States and United Kingdom. If you have a large number of smokers in your course, they'll expect regular smoking breaks. In fact, classrooms in some countries aren't smoke-free: People light up in the middle of a lecture.

Style stumblers

Regarding teaching styles, how familiar or formal should you be when talking to participants? Are jokes allowed or frowned upon? In the U.K., a relaxed yet professional style is appropriate, and the odd joke is almost standard. In fact, if you can develop a running in-course joke, you'll vastly improve learning retention.

Other nationalities, however, aren't used to a jocular style and will sir with a semi-smile frozen on their faces as they desperately try to figure out what you're really saying and what an appropriate response would be. That's particularly true for Eastern Europeans, most of whom are more comfortable with a formal style.

There's also the question of how to address participants. In Scandinavian countries and the U.K., first names are the norm; in other countries, such as Germany, colleagues still address each other formally using surnames--as in Mr. Knecht and Ms. Weiss. If you're instructing with a colleague, discuss beforehand how best to address each other in front of participants to ensure that you aren't out of step with them. They may prefer you to use a formal mode of address.

Different nationalities hold different attitudes about asking questions in class and taking part in a group discussion. When planning exercises, case studies, and group discussions, take those differences into account.

It has been my experience that people from Eastern Europe ask fewer questions than people from Western Europe. The reason is simple: Asking questions isn't the classroom style they grew up with. Plan group discussions for Eastern Europeans, and they'll do just fine. People from the Far East seldom ask questions but for a different reason: They don't want to ask anything that you might not know the answer to because that would cause you to lose face. The British, Dutch, and Americans, on the other hand, are always ready with a question, so be prepared for animated discussions. Don't assume that you can wiggle out of answering a question: Those groups will just come back and ask the same question in a different way.

It's best to keep different attitudes in mind when calling on people in class. Calling on a particular person could insult that person or make him or her so uncomfortable that he or she won't return to class after a break.

If participants don't ask enough questions, you probably won't receive the feedback you'd like on your training style. Devise different ways to check whether they understand the material. For example, conduct informal discussions during breaks or incorporate a written questionnaire.

Parlez Anglais?

The most common mistake in global training is to assume that because people understand the shared language, they'll be able to comprehend new concepts presented in that language. That assumption arises most often when the common language is English.

Nothing is further from the truth. Understanding and applying new ideas require continuous testing for comprehension and an ability to use analogous words and phrases that may not be readily available in participants first language.

As the instructor, you have to be careful what words and analogies you use. For example, if you use the expression quick donkey bridge, Dutch participants will nod and wait for the mnemonic that will help them remember the lesson; English speakers won't have a clue. Say Here's one I prepared earlier, and people who grew up in the U.K. will smile at the reference to a popular children's program; other nationalities aren't likely to get it. Take time to plan how to explain new concepts using words, examples, and analogies that aren't culture specific.

Participating in global training is a rewarding venture; just be mindful of the pitfalls. A bit of detailed planning can turn a potential nightmare into a fascinating and enriching experience. With every global training session, you undoubtedly learn more than you teach.

Els S. Van Leeuwen is a consultant at PricewaterhouseCoopers and has experience in designing and instructing technical and interpersonal skills training for international audiences.

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