CHAPTER 10
Conducting the Training of International Managers

This stage deals with the creation and delivery of the training and development activity. We will focus particularly on classroom training, although much of what is discussed will be applicable to other training modes.

Typically, this is the part of the SUCCESS model that takes up most of the trainers time. However, without considerable attention to the earlier stages, much of the activity during this stage may be wide of the mark and depend to a significant extent on luck and experience for its success.

The conduct stage of the SUCCESS model is practically independent of the level of training commitment of the organization. However, the further the company is on its journey from level one to level four, the more training literate the participants are likely to be. This means they will have attended many training courses, good and bad, and will be better judges of quality. They will understand much of the course set-up and structure from earlier training, and therefore the trainer can spend much less time on these issues at the beginning of a course. The downside for the trainer is, having seen it all before, participants are more discerning and perhaps, on occasion, a touch cynical. This makes it even harder for the trainer to score well.

Training and HR managers have often said to us that participants have found the courses we run not only educational but also entertaining. We shall call this 'edutainment'. Most great entertainers appear slick, polished and spontaneous. However, sound systems and processes support them. Great comedians such as Bob Hope have a record on file of every joke they have ever told or heard. The previous chapters suggest it is no less so for the great trainer.

In Part III of this book we will look at numbers of tools and techniques or 'tricks of the trade' for delivering edutainment that will assist the trainer in dealing effectively with a multi-cultural audience. For now we will discuss the processes and systems that are required.

The process in Figure 10.1 shows the various steps involved. Pre-course materials need to be prepared. These may be as simple as joining instructions for the participants or may involve reading or other preparatory work on their behalf as discussed in Chapter 9. Course notes and other support materials need to be developed and the trainers must prepare themselves to deliver the programme. When participants arrive, efforts must be made to ensure they are in the right frame of mind to learn. The training is then delivered and learning takes place. Finally the participants must identify, through their personal action plans, what they will do differently as a result of the training. These action plans, together with a record kept by the trainer of each participant's performance, are the outputs from the conduct stage.

Figure 10.1 Conducting the training process

This process is managed by a training co-ordinator who may be the trainer him/herself. They send out and receive back any pre-course materials and liaise with the trainees throughout the process.

There are four main elements that need to be covered:

• Participants should arrive in the right frame of mind.
• Detailed training materials need to be developed.
• These training materials must be checked against the business objectives and strategy of the enterprise.
• The training must be delivered successfully.

The content of a well-prepared SOCMAT is extremely helpful as an input for the conduct stage. In addition the materials need to reflect all four Honey and Mumford learning styles (see Chapter 3).

The tools

Before the Course

For international management training pre-course preparation is a little more complex. Not only must the normal start/finish times, content and administrative details such as hotels and so on be communicated, but expectations must also be managed. One issue that often arises is that flight times do not fit in with the course schedule. Some delegates will either want to arrive after the course has started or leave before it is due to finish or both. This is not infrequently the case with participants from Southern European countries, for example. Obviously this should be discouraged but it is sometimes unavoidable. Much depends on the company culture. Where processes like SUCCESS are in place to a significant extent, then this is much less of a problem because there is greater line management commitment to the training.

Another key issue is ensuring that participants are in the right frame of mind when arriving at the course. To help bring this about, the trainer/training co-ordinator should communicate to each prospective participant prior to the event. Table 10.1 shows the issues that need to be addressed.

Table 10.1 Managing participant expectation

Unit/Session Preparation

When preparing sessions for international managers, a number of additional dimensions need to be borne in mind.

• Non-native language speakers are less likely to understand the subtleties of the language. Colloquialisms and complex sentence structures should be avoided. We shall discuss this more in Part III of this book. Examples which are particular to the home country should be used with care. For instance, television personalities can be very well known in one country but unheard of in another. On the other hand, TV programmes such as Who Wants To Be a Millionaire are shown practically everywhere.
• Signposting is very important, as was touched on in Chapter 9. Just to recap, non-native speakers will rely more on the written word. Therefore each session must be structured with a short introduction, clearly divided into logical parts, with a summary at the end.
• Non-native speakers often take more time to respond. They need to think about the words and their meaning, and may need to mentally articulate their response before speaking.
• The response time is further extended when a translator is present to make the materials comprehensive to all or a significant proportion of participants. The trainer must get used to a significant lag in response between asking a question or making a witticism and receiving a response. Where the translation is sequential rather than simultaneous, it will be even longer. In both cases the trainer will need to pause to allow the translator to catch up before asking a question requiring participant response. As a result, less of the material can be covered.

The unit/session preparation template shown in Figure 10.2 helps to structure sessions in a way that is sympathetic to managers from different countries. The link to the previous session is a good starting point that helps participants relate each part to an overall framework.

Based on the SOCMAT tool covered in Chapter 9, the learning objectives for each session are specified.

Each session should then be divided into three parts that will achieve these objectives. This signposting will make it easier for a non-native speaker to grasp, as well as helping to tighten the session. It is also a good idea to think through the visuals that are needed to cover each of the parts. Most management training will involve interaction between trainer and participants. This can be stimulated through thought-provoking questioning which should be planned. Finally, it is likely that exercises and case studies will be used to reinforce the learning.

The visuals need to be prepared. For international managers it may be necessary to expand beyond one-word/phrase bullet points, particularly for those who are not fluent in the course language. They will tend to read the visuals first to try to understand the point being made and then listen to what is being said.

The course notebook will be a valuable aid to understanding for the participants. Sometimes this may simply be copies of the PowerPoint slides. However, more detailed explanation is often appreciated, particularly by participants from high power distance and high uncertainty avoidance cultures. They can read the text at their leisure to deepen their understanding

Additional support materials could include:

• detailed course notes
• exercises
• role-play briefs
• videos and DVDs
• posters and other wall signs
• access to computers.

Figure 10.2 Unit/session preparation template

Trainer Preparation

We will take it as read that the trainer prepares the delivery of the materials. During the create stage, details about the participants such as their country of origin, education and previous training will have been found out. If there is a large proportion from one culture then they must not be allowed to dominate, to the disadvantage of others. Many participants will have travelled some way to attend the course and may be tired. It is worthwhile to acknowledge the efforts they have made to come to the course. This is a part of managing participants' expectations which will be further discussed in Part III.

Examples used need to be culturally sensitive. Where, for example, a video is used it must not offend. Using World War II anecdotes with German participants may very well create discomfort or worse. Associating the Scots or Dutch with meanness may well cause a negative reaction from some natives of Scotland and the Netherlands.

One further practical issue is that the trainer may be training in an unfamiliar location. It is worthwhile finding out the venue and the contact person who is responsible for the organization of the event. Making contact beforehand and discussing the specific requirements may test the foreign or even English language capabilities of the trainer but could be very worthwhile. Thoroughness in the preparation of materials and the making of arrangements at the training venue will also help to reduce stress.

Rehearsing the Material

Having developed the training materials they should be shared with the client who can help correct terminology, express a valuable opinion on how any sensitive content is dealt with, and spot any planned activity that could clash with the culture of the participant group. If possible, it is useful to rehearse at least the most critical parts of the training. Only when someone other than the training designer attempts an exercise or simulation can they be certain that it will work in the way intended and that learning will result. Similarly, only when a presentation is made to an audience can the designer be confident that an accurate estimate has been made of the time required. Where the materials have been developed for use with international managers it is extremely helpful if the audience for the rehearsal can be of mixed nationalities.

Outputs from the conduct stage

Participant Action Plan

An example of an action plan format for the delegates to complete after each session is shown in Figure 10.3. At the end of the course these can be reviewed by the participants and the most important points transferred onto the one-page summary action plan shown in Figure 10.4.

These formats are helpful in getting participants to review the learning that has occurred and translate the learning into their own culture. Naturally, the summary action plan provides a mechanism that can assist follow-through of the training after the course. More will be said on this in the next chapter. To this end it is helpful if the trainer receives copies of the action plans.

These action plans appeal particularly to Reflectors and Pragmatists, while Theorists are fairly neutral whereas Activists get frustrated. The latter should focus on the action elements.

Figure 10.3 Session action plan

Participant Record

As any trainer will know, it is otten difficult to recall individual participants even a tew nours after the course is finished. It is therefore helpful to make a note about each participant's performance during the programme. This is not meant to be a detailed report, merely a record of particular events, responses, attitudes and views expressed that may be helpful in giving support to implementation of the learning. An example is given in Table 10.2. The first column should be completed at the start of the course when the delegates introduce themselves. The rest should be filled out during breaks and when the delegates are involved in exercises as the training proceeds.

Summary

Participants need to arrive at the training in the right frame of mind, some will have travelled long distances and be tired. With international managers it is important to acknowledge the efforts they have made to come to the training. Managing the delegates' expectations can have a major impact on the outcome of a training event and the pre-course communication can play a vital part in this.

Figure 10.4 Summary action plan

Table 10.2 Participant record

Even more careful thought needs to be given to the preparation of support materials visuals, course notebook, exercises and case studies. Generally ideas and concepts need to be spelled out in more detail as non-native speakers tend to derive their initial understanding from reading rather than listening. The unit/session preparation template is a useful tool supporting this activity.

If possible, rehearsing or piloting all or some of the materials will provide feedback on both content and timing.

The use of a summary action plan, a copy of which the trainer may receive, should ensure the smooth transition of new learning into the workplace.

Finally, a participant record should be kept to assist in strengthening the learning; this is discussed in Chapter 12.

Action plan

Think about a course you will be running in the near future. Prepare a pre-course communication to each participant that will incorporate the issues given in the Action plan.