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Minimize Reading and Writing Most participants struggled to understand
workbook that I provided. Written materials proved useful only as reinforcements, and not as introductions to concepts or exercises.
Formalize Discussion Hispanics generally expect more formality in interpersonal relations compared to North Americans. Training presentations and other interventions must accommodate these differences in cultural views. This is best accomplished by: (1) orally acknowledging these differences (2) clarifying course objectives, and acknowledging challenges that accompany training.
Aim for Clarity Give clear directions and confirm that they are understood. Avoid ambiguity when setting up classroom practice exercises, asking for participation in exercises, etc. This audience required that objectives and methods for each exercise, each small group discussion, each training intervention, be discussed beforehand, and in more depth than would be required with a group of monolingual English-speaking participants.
Teach a Common “Vocabulary” Participants had no shared sets of effective interpersonal skills that they could apply to working together. Cultural and language differences exacerbated this situation. Orders, requests, memoranda, and indeed virtually all other communications from management first had to be interpreted from English to Spanish and “filtered” down to non-English-speaking employees on shop floor, through bilingual supervisors and lad personnel. Inevitably, communication effectiveness suffered.
Practice-Practice-Practice Use many real-life examples to make a point and teach a skill. In these circumstances, it was advisable to develop and use from manufacturing and production.
Reward Performance Immediately Immediately reward participants who make honest efforts to learn. Because most participants were unsure of this training material, any trainee performance that approximated or that accurately reproduced desired behavior was promptly rewarded by verbal prompts and specific expressions of approval. For example, when John, a Foreman, accurately demonstrated active listening with others in group, I said to group, “John, you really summarized Joes point very well. Thats a great example of using active listening.”
Mix It Up Depending on audience readiness, mod, level of interest, and desires, I used both Spanish and English interchangeably during training sessions. For example, I wrote key points on flipchart in English, and summarized them in Spanish. I conducted some role-play exercises in English, and others in Spanish.
Training Results
The training was prompted by a need to implement a lean manufacturing program. The effectiveness of training is best measured after lean program has been initiated. The important measure of training is success of lean program.
Why only indirectly evaluate training? Because, to draw causal relationships between this training and improved workplace behaviors, effects and influence of subsequent events would have to be eliminated, or considered. Given present state of evaluation technology this does not seem possible now.
Written evaluations showed that about 80 percent of trainees acquired targeted skills and knowledge in that training session. The client considered training successful.
Anthony Griffin is owner of Teamworks, a bilingual/bicultural performance improvement and human resource development practice reaching out to Hispanic workers. http://www.teamworks1.com
