Synergist - September 2010

have found that Japanese, on average, are unaccustomed to pictographic labels. 4

Consider whether a symbol is easily understood and achieves the intended meaning. Instead of using only a pictogram, add text in the trainee’s language. If you are unable to find the right symbol to convey a specific meaning for one hazard, consider delivering a message about overall risks, provided that such a message complies with regulations.

Similarly, when you use eye contact, facial expressions, body language, or other nonverbal techniques, ascertain that they are not objectionable to or interpreted differently by individuals with diverse cultural backgrounds.

who do not have a good command of the language used in training, speak slowly and convey one message at a time. Repeat as necessary. Avoid colloquial expressions and jargon. In a mixed audience where some are proficient in the language and others are not, schedule extra time afterward to work with those who may not fully comprehend the materials presented, so those who have a better understanding are not bored.

People who are not fluent speakers may have an easier time communicating in writing. They may also prefer face-to-face conversations over phone conversations—some words are easily misheard over the phone, so speaking slowly and clearly is crucial.

sults. Provide an opportunity to perform a practice test if possible.

Deep-rooted traditions may inhibit some trainees from implementing what they have learned if it is drastically different from their culture. After the training, follow up with encouragement, support, and reinforcement.

Challenge and Opportunity

If you are conducting training outside your home country, understanding the culture of the host country is imperative. Other considerations such as logistics come into play as well. Regardless of the location, your goal is to meet training needs effectively.

Training a multicultural work force is a challenge that requires OEHS trainers to overcome the barriers of linguistic diversity and cultural differences. It is also an opportunity for trainers to expand their horizons and help their employers or clients take advantage of the globalization of work. To achieve these purposes, trainers should enhance their cultural intelligence and apply culturally sensitive communication and facilitation skills.

Employ Suitable Instructional and
Communication Strategies

Training in some countries is based heavily on lecture. Trainees from such countries may be unfamiliar with other instructional strategies, such as role-play or group discussion. Their cultural orientation toward reticence and formality and their concern with losing face creates barriers to learning. Explain the process to them in a positive and encouraging manner. Promote a supportive learning climate. Allow them plenty of time to adjust to the new learning experience.

Modify your communication style and pattern according to your trainees’ customs and traditions. For example, people tend to speak louder in some cultures than in others. Preferences in direct versus indirect communication may differ—an important consideration when giving or soliciting feedback.

If your audience includes individuals

Check for Comprehension

As always, you should encourage participation, solicit questions from trainees, and ask them questions. Some trainees may be culturally predisposed not to ask for help. People who aren’t fluent in a language may be afraid of asking questions, of not being understood if they speak, or of making mistakes, so help them by building trust and encouraging feedback. For trainees who come from a culture where collectivism prevails, consider using a trained peer from the same culture as their role model.

Check for comprehension at regular intervals. Note that some trainees may nod or say “yes” to indicate that they are listening, not necessarily that they understand.

When selecting a testing method or deciding on the use of computer-based training or testing, consider whether the trainees’ language ability or computer literacy might affect training or test re-

Resources

1. Earley, P. C., and S. Ang: Cultural Intelligence:IndividualInteractions Across Cultures. Stanford, CA: Stanford University Press (2003).

2. Globish Solutions Inc.: “Globish.” [Online] Available at www.globish.com. [Accessed July 4, 2010.]

3. Smith-Jackson, T. L., and A. Es-suman-Johnson: “Cultural ergonomics in Ghana, West Africa: A descriptive survey of industry and trade workers’ interpretations of safety symbols.” Int. J. of Occup. Saf. Ergon. 8(1): 37–50 (2002).

4. Hara, K., et al.: “Results of recognition tests on Japanese subjects of the labels presently used in Japan and the UN-GHS labels.” J.of Occup. Health 49( 4): 260– 7 (2007).

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MargaretWan,PhD,CIH,CHMM,CET,HEM,isprin-cipalconsultantandtraineratEOHConsultingin SaintPetersburg, Fla.Shecanbereachedat(727) 643-9389ormagic@margaretwan.com.