C I T M

1. C I T M Culturally Integrated Training Methodology

2. Integration Stage -(Employee assumes responsibility) Sees value in learning new things, language and other skills) 6 Resignation Stage-Employee accepts new conditions and lives with it (Employee falls back on fatalistic outlook). 5 Resentment Stage-Negative event triggers digression to previous stage (Employee may become disgruntled). 4 Transition Stage-Adaptation Participation, Employee feels he can work with new conditions and looks for opportunities to become involved. EMPLOYEE TRANSITION SCALE 3 Incertitude Stage-New Employee is not sure about new situation. Comparison between the old and the new take place. 2 Fear Stage -New Employee does not understand world around him/her. 1 Adapted from Handbook for Intercultural Training P.153

3. CULTURAL NOISE Decode Encode Social attitude education Professional Business Language Professional desire to work Social attitude "Don't fit in" Supervisor Employee SENDER RECEIVER

4. Why Have Training? • Improved Labor Management Make the best use of available labor 60%-70% is at stake • Long Term-Strategic Design Create effectiveness by design • Succession Planning How are you developing new leaders? Manager-Supervisor-Team Lead-employees

5. Structure Process Improvement Policies Procedures Training Processes C I P M System Culturally Integrated Training Methodology

6. Structure • Senior Management • Middle Management • Team Leads/Supervisors

7. How do training needs occur? • Employee Handbook • Safety Program • Technical Training • Succession Planning

8. Technical Training • Training Process Documentation • Technical Manuals/resources • Process Constraints • Process Requirements • Internal/external customer suppliers • Process results

9. Training Process Improvement • Removal of training process dead loops • Process capabilities assessments • Process re-design • Process measuring and monitoring

10. Culture Methodology Integration Planning C I P M Planning Culturally Integrated Training Methodology

11. Culture • The company’s way of doing things • Each individual’s work attitude • Cultural background derived from place of origin • Management integration desire • Culture Based training and education support

12. Social Leader Technical Leader Workers Language Leader Form an effective training team

13. Methodology • Create a training and development committee • Committee identifies all training opportunities • Committee develops training materials • Committee identifies SME’s (Subject Matter Experts) • Committee sets up monthly training calendar • Committee evaluates training effectiveness • Committee recommends training improvements

14. Integration/ Involvement • Create a trust driven environment • Use technical experts to present sessions • Supervisors • Co-workers • Rank and file Employees • Office personnel • Outside resources • Senior management

15. Training Strategy • Leads and supervisors are required to attend (Role Models) • Subjects must be pertinent to participants (Pruning techniques for people in pruning, hands-on visual, practical vs. theory) • Session no more than one hour long (preferably 30-45 minutes) • Training must be part of an employee’s regular work day • One to two times per week different subjects each time • Keep track of all attendees and time spent in training • Use training as succession planning for supervisory and employee advancement

16. Clear Consequences Clear Expectations Clear Accountability Defined Authority C I P M Direction Culturally Integrated Training Methodology

17. Clearly define training expectations • Clearly state what you want people to do • Measurable • Quantifiable • Time driven • Improve business

18. Clear Consequences • Lay out the consequences of getting the training done • Business consequences • Individual consequences • Cause and effect for company and individuals

19. Clear accountability • Everyone is held to the same company standard • Rules are not made to be broken or bent • Employees without training cannot be held accountable • Timing for accountability must happen at the right place and the right time in private if it is negative criticism

20. Define Authority • Clearly identify who has the authority to make changes to based on acquiring new training • Process • Schedules • Operations • Start and stop times • Equipment use and authorization • Stationary machinery operations • Pressure loaded equipment (water lines, gas, spring loaded)

21. Process Documentation Process Improvement Evaluation Pilot Test C I P M Efficiency Gains Culturally Integrated Planning Methodology

22. Training Process Documentation • Every training sessions must be documented • Training files • Participants • Copy of training materials • Session date and subject • Check off lists • Cheat sheets • Process requirements • Training Suppliers • Video and film providers

23. Process improvement • Review training process as it exists • Conduct training needs evaluation • Identify training audience • Develop or change training materials according to identified needs • Develop an implementation plan for modified training

24. Pilot test • Develop an initial roll out plan for changes • Select a small scale pilot test before company wide roll out • Implement changes throughout company

25. Training Program Evaluation • Measure and compare results with previous training process • Determine if more analysis is required and who will carry it out • Process owners must participate in evaluation of training programs • Cost • Equipment required • People • Knowledge transfer • Space and other resources

26. Conduct safety training Before starting the training is there something VERY important employers should know? YES! People learn by listening, seeing and touching. When someone does not understand the language, seeing and touching become MORE important than listening. Train with visual and tactile teaching aids; this means pictures and objects!

27. Conduct safety training • Clearly identify the safety or health training topic(s) • Clearly identify the topic(s) with pictures and objects. For example, if the training is about wearing gloves to handle chemicals, hold up the gloves, point to them, and say, “today we are going to train you about gloves!” • You may train on more than one topic if you clearly identify the beginning and end of each topic. For example, if in addition to training about gloves, the training session will also include reporting accidental chemical spills, say “we are finished talking about gloves.” Next, hold up a picture of chemical spilling from a container or use a container as a prop and say, “now we are going to train you on reporting chemical spills.”

28. Conduct safety training The Technical Leader of the Training Team is probably the person for the task demonstrations. Jobs usually have several steps. Show each step by using actions. For example, operating a machine may require the following five steps to demonstrate how to do the task safely:

29. Conduct safety training • Step 1:Before starting, check that the machine is in good condition. • Let the workers see the trainer check the machine. Explain what the trainer is checking. • Step 2: Verify that nearby hazards are eliminated or controlled before starting the machine. • Explain what are the nearby hazards and how to eliminate or control those hazards. • Step 3: Put on ear and eye protection. • Show the correct method of inserting ear plugs. Put on the eye protection. • Step 4: Start the machine and verify it is running properly. • Explain how to verify that the machine is running properly. • Step 5:Operate the machine. Use the machine as intended by the manufacturer. • Explain correct use. • Explain correct body position. • Explain the correct method of shutting down the machine.

30. This famous anonymous quote applies when workers are asked to repeat the demonstration: • “Give a man a fish; you have fed him for today. Teach a man to fish; you have fed him for a lifetime.” Conduct safety training Volunteer workers to repeat the demonstration. Repeat the demonstrations with volunteers until the task is completed correctly and safely. Observe the volunteers carefully as they repeat the demonstration.  If the first volunteer does the job correctly the first time and he/she attempts the task, congratulate him/her and ask another volunteer to repeat the demonstration.   If a volunteer does not repeat the demonstration correctly, repeat the original demonstration. After repeating the original demonstration, ask the same volunteer to repeat the demonstration. Repeat this process until the volunteer does the task correctly. Remember, it is YOUR responsibility to ensure that the worker can do the job correctly and safely!

31. Reference Material • Bennett, Milton J. 1998. Basic Concepts of Intercultural Communication:Selected Readings. Yarmouth, ME: Intercultural Press. • Blake,Oscar Juan. 2003. La Capacitacion. Buenos Aires: Ediciones Macchi. • Blake,Oscar Juan. 2000. Necesidades de Capacitacion. Buenos Aires: Ediciones Macchi. • Francis, Dave and Young, Don. 1979.Improving Work Groups: A Practical Manual for Team Building. San Diego, CA.: University Associates, Inc. • Gore, Ernesto 1998. La Educacion en la Empresa. Buenos Aires: Granica. • Harrington, Dr. H.J. 1991. Business Process Improvement. New York: McGraw-Hill, Inc. • Hersey, Paul, and Blanchard Kenneth H. 1993. Management of Organizational Behavior: Utilizing Human Resources. London: Prentice-Hall, Inc. • Kras, Eva S. 1995. Management in Two Cultures: Bridging the Gap between U.S. and Mexican Managers Yarmouth, ME: Intercultural Press. • Landis, Dan, Bennett, Janet M. and Bennett, Milton J. ed. 2004. Thousand Oaks, CA: Sage Publications, Inc. • Maslow, Abraham H. 1998 Maslow on Management. Yarmouth, NY: John Wiley & Sons Publishers. • Seelye,H. Ned ed. 1996. Experiential Activities for Intercultural Learning. Yarmouth, ME: Intercultural Press. • Storti, Craig. 2001. The Art of Crossing Cultures. Yarmouth, ME: Intercultural Press. • Thompson, Leigh; Aranda, Eileen, Robbins, Stephen P. et. al. 2000. Tools for Teams: Building Effective Teams in the Workplace Boston MA.: Pearson Custom Publishing. • Urban, Hal. 2004. Positive Words, Powerful Results. New York, NY.: Fireside. • Ward, Colleen; Bochner, Stephen; and Furnham, Adrian 2001. The Psychology of Culture Shock. Great Britain: Routledge Taylor & Francis.