Expanding Boundaries – 20 countries in eight days

I just concluded an interesting assignment along with my colleague where I helped an organisation design their ‘Global Learning Academy’ with a clear purpose of enhancing their culture and capability. It involved 4 phases – diagnosis, building a learning framework, defining a governance model and measurable outcomes. As a part of the global roll-out we trained ‘Learning Evangelist’ from 20 countries over a eight day workshop, who were then expected to take this specific content to employees in their countries.

Over the last two months, I had the opportunity to facilitate these workshops covering ethnically diverse participants with not just different physical attributes or languages, but unique taste (some love their spice, and some just can’t stand a chili!), mannerisms (some quiet, and some love to share), perspectives, each one adding their own colour to the tapestry. As a facilitator, my role was to establish a climate for self-initiated experiential learning using inclusive and sensitive learning tools and techniques. It involved understanding and acknowledging needs and values of my audience, and allowing a safe space to appreciate differences and similarities. Not a place where one could get evaluated or judged but simply understood from their point of view.

Here are learning’s that helped me facilitate with great strength and impact.

Cultural Difference: Acknowledging cultural identity, language, beliefs, mannerism, food, world views is most essential for a facilitator. It allows for more room to respect uniqueness and celebrate differences, instead of generalizing. I use culture immersion exercises, allowing participants to explore some broad themes – work life, family, food, ethics, authority, power. The aim is to be curious, to gently ask open ended questions to know more without being intrusive. In some cultures having a senior leader as a participant, can be intimidating for junior participants who then try communicate views that are acceptable. Expressing a contradictory view is also avoided sometimes just out of fear, respect or safety. The team alliance comes to my rescue again, helping me remind the group of commitments made to enrich the learning environment. I encourage authenticity with no price to pay especially when it’s an absolutely opposite opinion. (This pushes me to stay humble, and acknowledge every spark of wisdom from which ever corner of the room) As a facilitator I notice, that some cultures share quickly (high need to contribute, to express, to clarify), but some take time to communicate (maybe there is a need to feel safe, to respect), it is here that I gently step in and balance the dialogue. I check for understanding, using simple questions and gently nudge for a response.

Flexible Facilitation: What works from me is to use open and flexible facilitation style, which allows for fluidity and experience sharing. This also means that I need to be aware of what’ happening in the room, how my message is being received (body language, eye movements, gestures), and alter direction when needed. Using different teaching styles is a must, it allows for different learning styles to experience the content. I use small group interactions, lots of story sharing, self-reflection, role-plays, case studies, along with core teaching. Post which I allow the audience to ‘make meaning’ of the activity and evaluate what really happened adding to our collective wisdom. It is through this dialogue that participants become aware and reflect on their perceptions, building new understandings and actions. Keeping communication simple (with no jargons, unless it’s a part of the organisation lingo), crisp and slow is one of the most critical tools. I spend time to paraphrase whenever needed, repeat key thoughts that I want my audience to recollect and encourage contradictory viewpoints to allow for exploration.

Not without humour: I can’t do without this tool, it just helps me be more real, and laughter always, always, always helps! It’s amazing to see how humour binds cultures; we end up laughing at the same jokes. As a facilitator, I learnt that I need to be sensitive and not offend any participant with the jokes or comments.

As a facilitator, this role allows me to expose the participants to different worldviews and to challenge them to critically reflect on meanings being made. This results in either a rejection of the new information or a revision of previous views. It is in this discomfort that I have seen learning propel, mental frameworks realign and views stretch. My love for the role goes beyond just being a change agent to someone who has the ability to leave a legacy, to challenge mental boundaries and hopefully expand them.

Reference:

Mari, Jo Pesch (2006). Trainer Perceptions of Culture, Race and Ethnicity on Facilitation of Training Programs: A Global Perspective retrieved from http://files.eric.ed.gov/fulltext/ED504398.pdf
Cranton, P. (1994).Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Freire, P. (1973).Education for critical consciousness. New York: Seabury Press.