Chapter 15
Use of English with International Managers

Language is the biggest potential difficulty in training a group that encompasses a number of nationalities each used to operating in their respective native languages. English is the most commonly used language in training events with multi-national business groups. Within continental Europe the standard of understanding of the English language has increased significantly over the last ten years and is generally at a higher standard amongst managers under the age of 35. In other parts of the world the level of English understanding is variable and depends as much on the client company as it does on the region. Moreover, the motivation to be trained in a language with which participants could have some difficulty understanding differs too. In some Eastern countries, where it is considered an honour to be selected to attend a training course, there is still a danger of meeting participants whose English is barely adequate for comprehension of the most straightforward of training materials. Usually one of the main benefits that these participants will get is an improvement in their English language skills.

Even amongst native English speakers it is challenging to ensure full comprehension on the part of a group of 12-24 participants, just because of different backgrounds and perceptions. Amongst a group working in their second, third or even fourth language the challenge is considerably greater. In all of these circumstances the onus is on the trainer to make the event as comprehensible as possible for speakers of other languages.

Eyes and ears

One method is to support all the main points made verbally with written text and pictures. According to oft-quoted guidance (see Table 15.1), this will increase the probability of understanding the meaning of the spoken word eightfold.

Table 15.1 Impact of various communications modes

The same guidance highlights the importance of tone of voice in conveying meaning with the use of words. In training the speaker needs to use very clear diction and speak at a slow pace, as well as modulating the intonation to enhance the meaning and impact of the words. This clarity of diction is not easily achieved and it is instructive for most trainers to tape a piece of their own work and play it back to appreciate how much improvement could be made in making the delivery of the spoken word more comprehensible. Having overcome the shock of hearing one's own voice, it is true of most people that they will recognize the need to slow down the pace of their delivery in order to give speakers of other languages a real opportunity to tune-in and fully understand what is being said. For most of us who speak a foreign language, our first request on failing to catch the meaning of something that is said is for the speaker to slow down the pace of delivery. Unfortunately, those trainers with strong regional accents need to take even more care as the participants will find their pronunciation novel and even more difficult to understand than the traditional BBC English that they have learned.

Moreover, in addition to the support of written text and pictures through slide presentation, the trainer can raise levels of understanding even higher (except in high power distance cultures) by ensuring constant eye contact with all areas of the audience during a piece of presentation. Eye contact raises the level of the audience's focus and it makes it easier for participants to catch the attention of the trainer when a question comes to mind.

Simplicity

When we are delivering training to speakers of other languages, we need to focus deliberately on simplicity. This means using short words and short sentences. Again, the best lesson is to listen to a piece of our own training delivery on tape and analyse it for simplicity. If we speak another language than English we should consider how many of the words we couldn't readily translate into that language and it will give us an appreciation of the difficulty some participants will have in understanding our English. This salutary lesson is one way to be convinced that training delivery would be greatly enhanced if it were restricted to the 500 most commonly used words in English, a list of which can be found on the Internet at www.world-english.org/english500.htm.

Trainers should remember to shorten deliberately the length of sentences used and to leave pauses between each sentence to allow the participants to comprehend fully before starting on the next sentence.

It has been said elsewhere in this book that it is vitally important to check the understanding of participants by asking questions of members of the group to check how much has been retained of the material that has been delivered in the previous one hour. This practice gives the measure needed of at least a sample of the members of the group. If the level of understanding is less than complete, it is more likely to be the failure of delivery that is the cause than the lack of intelligence of the audience!

Aids to comprehension

Support documentation is very helpful in enhancing understanding at the moment of delivery and assisting recall if it is referred to later. Copies of slides used as course notes, with space for participants to make their own notes alongside each slide, is effective and widely used. Sometimes notes are translated into a language that all participants will understand such as Russian or Chinese. If the words are accompanied by relevant diagrams and pictures the level of understanding will be even greater. Figure 15.1 is a simple example showing the layout of a SWOT analysis.

A discussion, for example, on the elements of a SWOT analysis accompanied by this chart is going to be much more readily understood than a mere verbal delivery of the concept of strengths, weaknesses, opportunities and threats.

Figure 15.1 Diagram accompanying the words

Understanding the participants' native language

Occasionally we are in a situation where the participants will be fluent in English and yet use their native language in private conversations and breakout groups. It can come as a shock to them to realize that the trainer has understood some, if not all, of these private conversations. Working with a new group in Belgium on a two-day event and delivering the training in English, one of the breakout groups held its own discussions in French, most of which was understood by the trainer. During the discussion at the feedback session the group must have become aware that the trainer understood what was said, as there was a switch to Flemish in the next breakout discussion.

There are options for the trainer where members of the group are reasonably fluent in English:

1. Ask for all discussions to be conducted in English.
2. Tell the group if the trainer is familiar with other language(s), but say that the intention is that the whole event is conducted in English.
3. Operate in English and say nothing of knowledge of other languages.

As a result of the Belgian and similar experiences, our feeling is that the most straightforward course of action is to announce that the intention is that the whole event, including breakout groups, is to be held in English and also to say which other languages are familiar to the trainer. It is preferable that participants realize what the trainer is likely to comprehend!

Where the participants' command of the trainer's language is insufficient, a translator will be used. One aspect that trainers may initially find disconcerting with simultaneous translation when running a highly participative session is hearing their translated words in an earpiece while they are presenting. This distraction soon decreases but does require extra concentration and self-discipline. Naturally group work will take place in the native language and the trainer must make sure the translator accompanies them when visiting/facilitating each syndicate.

Summary

Liberal use of visual aids is the best method the trainer can use to aid comprehension of spoken English. However, along with pictures and charts, it is important to use clear diction, interesting variations in voice intonation and a deliberately slow pace of delivery. Simplicity of vocabulary and short sentences will further assist understanding, while it is very important to minimize (or preferably avoid) the use of idiom and slang. Strong eye contact in most cultures will help participants considerably.

Support documentation, including copies of slides, will help at the time of delivery and subsequently for recall, particularly with participants whose grasp of English is better at the written than at the conversational level. During the conversational parts of the course, particularly in the breakout groups, it is important that all the discussions are held in English so that no one, including the trainer, is excluded from understanding the points being made.

Trainers should ask for all conversations to be held in English and advise the audience of any other languages where the trainer has an understanding. If this is not possible then the trainer must develop good skills in working with a translator.

Action plan

To review your own use of English and reduce the likelihood of participants misunderstanding your meaning on future courses, make arrangements to record a piece of training that you deliver to an international group. Play back the recording privately and make notes under the headings given in the Action plan, along with the actions that you can take to improve your delivery.