Page 114 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 103
Avoid the Word “No” Setting the Stage for Learning 103
Unlike many North Americans, people from some cultures (e.g., parts of Asia) are care-
ful not to offend or cause someone embarrassment or to loose esteem or face in the
eyes of others. For that reason, some languages do not even have a word for no. In some
instances people from such cultures might say yes or something such as “That may be
difficult or impossible,” instead of simply saying no. Being conscious of this cultural
variation can help prevent frustration and potential animosity within your learning
environment.

Use Care When Giving Constructive Feedback

Any time feedback on performance is given, it should be in a positive, assertive, and
friendly manner. This is especially important when dealing with participants from other
cultures. If you must make corrections or give constructive feedback, try language that
is not directed at the person. You may even want to take responsibility for the error on
yourself. For example, if someone fails to correctly perform a task or fill out a form, you
might say, “Maybe I wasn’t clear about what I wanted you to do.” Then, repeat your
instructions.

Avoid “Americanized” References
Remember what you read in Chapter 2 about assumptions when using analogies and
metaphors. To help reduce the risk of misunderstandings by people who speak English
as a second language, use universal language and references. Avoid words, examples, or
acronyms that are uniquely American or tied to sports, historical events, or specific as-
pects of American culture. For example, avoid a comment such as, “I’ll need your ‘John
Hancock’ on this form,” “If plan A fails, we’ll drop back and punt,” “Looks like we scored
a base hit with that last activity,” “Close, but no cigar,” or “Win one for the ‘Gipper.’”
These phrases might be understood by someone acculturated to the American society,
but will likely make no sense to others. They will only confuse your participants and do
little to enhance comprehension.

Introduce Activities in a Clear, Concise Manner
By breaking tasks into concrete individual steps, providing written as well as clearly com-
municate verbal guidelines, using short sentences and words and verbal transitions from
one point to the next, you increase your chances of success when communicating. In
addition, be specific when providing directions and instructions. For example, do not
simply gesture to a group of participants and say, “If you are on this side of the room,
please pick up your materials and move to that side of the room.” Instead, say, “If you
are on my left, please pick up your materials and move to the corner on the right side
of the room for an activity.” If you use language similar to the first example, people
who are not paying attention or those with visual impairments may have no idea what
you want done. As a result, they may take extra time in accomplishing the task, thus