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Training in Asia
The considerations for design and delivery of training programs in the Asian region are, of course, similar to those in any other world region. However, there are specific issues that can assist in ensuring the success of your training course or workshop. A key requirement is to conduct the appropriate research prior to development of the training content and materials and that this is targeted specifically to the course attendees. The tendency in some Asian countries is to send entire departments or sections to a training course, even if the course is designed to meet the needs of only certain company personnel. This partly stems from the fact that training opportunities are often more limited in Asia than in other parts of the world and the belief that everyone should be given the opportunity to attend. This can make it difficult to pitch the course at the appropriate level, as the range of expertise is so wide. For example, at a recent training course on basic communication skills in Singapore I was faced with a range of people from administrative assistants for whom the content was totally new to very experienced personnel who had previously undergone very similar types of training in the past. In this circumstance, you have two options: to agree in advance on the attendees and their level of experience, or, if this is not an option, to utilise the experience of some course members to assist in coaching and mentoring others. So how do you obtain the appropriate information about potential attendees? Conducting accurate audience analysis is critical and often a telephone conference is insufficient to obtain the data required. Often in teleconferences the country personnel either do not have sufficient data or understanding of what is required and the language barrier can result in difficulty in obtaining the detailed information you need. Obtaining data on previous training, current expertise and current issues and situations faced via participant questionnaires is a useful tool in assisting with the design of appropriate content and materials, particularly in the Asian region. In addition, the trainer should very clearly describe the profile of personnel who should attend the course and insist, where possible, that attendance is restricted to these personnel. Despite all of these safeguards, you may be faced with a different situation on the day of the training. On the first day of a training course in Japan designed for inexperienced clinical research personnel with less than six months in the role, I was faced with a much larger audience than expected that included every clinical research department member. This required a change in the format of the program where the experienced personnel had to be utilised as facilitators to ensure sharing of experiences and prevent them from being bored and wasting their time. It is advisable to have back-up plans for your training activities and to be able to think on your feet. Often participants are not given a choice about attending training and this can ruin your end-of-course evaluations if the attendee profile is inappropriate! The other problem that occurs when there is a wide range of positions and experience is that, of course, those in the lower hierarchical levels contribute little to the course. Although this does not apply in all Asian cultures, in many situations, employees are reluctant to speak out, discuss or question issues in the presence of their boss. This can be easily remedied in a number of different ways. Prior to one course in Japan where the client informed me that the department managers would be present to observe their employees participation in the course, I persuaded the head of department that this would negate many of the positive effects of the course and an agreement was reached that only the training department representative attend, who had no specific line management authority over attendees. Other solutions that have been implemented successfully have included asking a manager to leave the room to discuss other managerial issues during sensitive role-play situations, organising break-out groups such that all the managers are in one group, and creating agreements and ground rules in advance to ensure that everyone feels comfortable in participating. Another key issue to address relates to the similarities and differences in the cultural norms across the region. One size does not fit all in Asia and the trainer should have some experience on what is likely to work in the different countries. For example, participants in a training course in Taiwan respond well to general audience questions, question and answer sessions and providing direct feedback, whereas in China participants need to be led gradually into these options and made to feel very safe and comfortable before they are introduced. In India, training of people at professional level can be highly stimulating and entertaining. Passionate discussion can often occur and the trainer must be able to control the discussion and keep participants on track. At this stage it is important to point out a trap that trainers may fall into when designing training courses for an Asian audience and that is to restrict the range of training activities because of the perception that Asian participants will not feel comfortable in taking part in certain types of activities. Certainly, there are styles that will ensure participants feel more at home, for example Japanese audiences are used to lecture-based training styles. This does not mean that other training activities should not be used or should be minimised. The trainer should always keep pushing the boundaries and extending the participants' range of experiences - this is how adults learn effectively. If there is an activity that is most appropriate for a key learning point then the trainer should use it. If the trainer feels there is danger that use of a certain training method may result in non-participation, the key is to clearly identify the benefits of taking part in the activity and ensure participants are comfortable and feel safe. For example role-play activities work well in most Asian countries provided they are tailored to real situations that are faced in that country and not based on typical situations faced in Western countries. When participants can see these situations are relevant to their own personal experience they will be much more likely to participate, particularly if the benefits of taking part are clearly outlined. Everyone enjoys activities that stimulate, even though they may initially feel uncomfortable, and trainers should be sure to consider a full repertoire of methods instead of relying only on those that the trainer feels "safe" in using. Another consideration is the practicality of language issues. If the trainer cannot speak the local language, the level of the participants' English capabilities is important. Should materials be bilingual? This is essential in Japan and may be useful in Korea and Thailand, but may not be necessary in Taiwan and is certainly not necessary in Singapore and India, in this trainer's experience. If you are using a translator, what type of translation will be used? Will it be simultaneous or back-to-back? This choice will depend upon the expertise of the interpreter and their understanding of the training material, particularly the technical terminology, and also in the comfort level and experience of the trainer. If you have never worked with a simultaneous translator before, then start small and work up as it can be tiring and it is important that you know the material inside out and try not to stray too much from the content provided to the interpreter, unless you are very confident of their expertise. In summary, the considerations for training in Asia should take into account the local norms and should be sensitive to the culture of that country, that industry and that company. However, pushing the boundaries can also reap great rewards, and it will certainly make your training memorable. And if something doesn't work? Find out why, make a note for the future and move on - after all we are all here to learn. Eleanor Allan, Caledonian Clinical Training, Sydney, Australia |