We're All in This Together

Master Facilitator, Steve Davis, describes what he has learned facilitating inter-cultural groups. To say the least, it requires alternate structures, methods, and processes.

He shares his experience teaching teleconferences to 45 people operating in the Pacific Rim for a large global corporation, focused on virtual meeting facilitation. Most of the participants on these calls were from Asian cultures for whom English was a second language.

It's amazing how easily we can establish and build business and personal relationships around the globe today. Business globalization and the Internet has made this a way of life for many of us. Yet as US citizens, in general, we tend to be more insulated from the challenges of dealing with other cultures. Though our country is often referred to as a "melting pot" of world cultures, we "Americans" are accustomed to having everyone within 3,000 miles of us pretty well understand our way of relating compared to differences that would show up if we were in another country.

This was brought home to me when in two teleclasses I recently led. These classes, delivered to 45 people operating in the Pacific Rim for a large global corporation, focused on virtual meeting facilitation. Most of the participants on these calls were from Asian cultures for whom English was a second language. It was a stretch teaching this class and a challenge for my students as well. As a facilitative trainer, I rely on ample interaction with and among participants and I encourage disagreement and alternative perspectives on what I present. In cultures where students are taught to revere instructors, this approach doesn't float all that well. This issue, coupled with the language barrier taught me a few things about working with diverse cultures in the future. I've included some of my lessons learned below and I look forward to hearing your perspectives on this too.

Enlist a superior. I observed that when the "boss" was present on the calls, participants were far more interactive. This almost seemed counterintuitive to me as an American where people usually feel more free to interact and share their ideas when the boss is isn't present. In the future, I thought, why not ask that a supervisor be present if it makes the course more valuable and interesting for all concerned?

Require an intermediary or translator. During these calls, I had to expend a lot more time and energy just trying to understand what people were saying. On some of the calls, my regional sponsor was there to support me with certain logistical functions such as: setting up partner breakout sessions, serving as a role-play partner, helping with name recognition, and at times even translating heavily accented English. I realized how helpful my sponsor was when she wasn't on the calls. In the future, I'll ask that an regional sponsor be present on all calls.

Speak slowly and clearly. This seems obvious but it's easy for habit to take over during a one-hour teleclass, and before long, you'll find yourself speaking and moving at your regular speed. For nonnative speakers, your normal talking speed, especially if your an American, will probably be too fast for your participants. Speak slowly, clearly, and leave more time than you might otherwise for understanding and processing. Use your sponsor to signal you to slow down or speak up when necessary.

Use more visual aids. For nonnative language speakers, it helps to offer alternative means of understanding that are rich in visual images, or written words that give participants another channel of information to help them stay with you.

Be more structured. As a learning facilitator, I pride myself on my ability to improvise. Consequently, I often follow a very loose structure that often isn't defined until a few minutes before my call. Going light on structure may be attractive when language and cultural comprehension are non-issues. When language and culture are issues, a well defined structure allows participants to relax around the context of your session to put their energy into content and process.

Seek out extroverts. Seek out or solicit a handful of extroverts or especially fluent participants to help you carry the interactive portion of your class. I found that in some sessions, I had good interaction from four or five people. This made all the difference in the world for me and I'm sure for the class. Personally, when I have people to interact with, my material comes to life in relationship to their inputs and their comments and questions allow me to deliver what they need versus what I think they need.

Break into sub groups. Participating in dyads or small groups is far less threatening than speaking out into the large group. When working with multicultural groups, pair up participants according to country for activities. They are more likely to get involved and language won't be an issue for them. Coming back to the larger group, they'll be more prepared to share. I've find this can even be done on teleclasses and discuss this strategy, among others, to enliven teleclasses and virtual meetings in my Leading from a Distance teleclass and workbook.

Ask them to stretch. I let my participants know up front that I plan to stretch to the best of my ability to meet the needs of their culture. I also ask them to do the same--to stretch a bit out of their comfort zone to meet me halfway. I explained what this might mean for them:

In my culture, it's OK, in fact it's encouraged for students to question, even challenge the instructor. Good adult instructors in my world encourage their students to do most of the talking in the form of open discussion and cooperative discovery of new knowledge, insights, and applications. This class is not all about me teaching you things. It's also an opportunity for you to try out new behaviors. This is a great place for you to make mistakes. I give you full permission to make mistakes in this class, please give yourself that permission as well.

I challenge you to step out of your comfort zone and speak up more than you might. I invite you to commit to speaking out in class without being called at least once or twice each session. Ask questions, speak openly about what's on your mind, even disagree with me. I will welcome it and enjoy it and this will get you in the habit of taking new actions that may not normally be comfortable, but within this safe environment. It will also help those of you who have shared your challenges in working with fast talking Americans in a foreign language.

These ideas will help streamline the cultural issues you encounter in your groups. Please email me any additional approaches that have helped you deal with multicultural groups and I'll send you everything I receive.

About the Author

Steve Davis, M.A., M.S., is an Facilitator's Coach, Infoprenuer, and free-lance human, helping facilitators, organizational leaders, educators, trainers, coaches and consultants      present themselves confidently, access their creativity, empower their under-performing groups, enhance their facilitation skills, and build their business online and offline. Does leading or participating in groups frustrate you? Subscribe to his free weekly ezine at             www.MasterFacilitatorJournal.com and contact him here to schedule a free exploratory coaching session.