Caveo Learning

Corporate Strategy and Learning Center

Learning that Crosses Borders

Posted by Renie McClay on June 20, 2018

Audiences are becoming more and more diverse. With varieties of native languages in the room, it is important to look at what is helpful as well as what may hinder or confuse when designing learning. You may be designing learning for a French-owned firm that needs to train English speakers. Or it may be a US-owned firm, with global customers and employees. It may be something specific like onboarding or selling skills in varying languages and with varying cultural references.

While you may have done instructional design for many years, an expanded definition of instructional design from a global view is the artistic ability to get the lesson across to any culture or in any language. Here are tips and suggestions to help accomplish objectives across a varied audience when designing or delivering training.

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Understand the 'Big Picture' of Cross-Cultural Learning Initiatives

Posted by Terrisha Singh on May 24, 2017

Structuring, designing, and delivering training across cultures is challenging, and an array of factors need to be taken into consideration.

To ensure success of a cross-cultural learning program, it's necessary to understand the "big picture" by analyzing all the external and internal obstacles that could impact the initiative. Conducting a global learning analysis will help manage expectations of key stakeholders, and perhaps more importantly, helps to mitigate problem areas and ensure success of the global learning program.

The big-picture approach is required in detail where soft skills, sales, service, leadership programs, or any subject matter that could have an impact on personality traits, cultural beliefs and systems, and the general ways of working within that environment. Learning & development professionals need to take these big-picture factors into account in order to structure, design, and deliver training successfully.

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Plan to Avoid Potential Pitfalls of Virtual Learning Organizations

Posted by Laura Dall on February 9, 2017

As multinational companies continue to expand service offerings across the world, learning & development organizations must expand their workforces in kind. For practical and fiscal reasons alike, this expansion increasingly takes the form of virtual, cross-border L&D teams. The benefits of a virtual and global workforce are clear, but the challenges and potential pitfalls are not always so obvious.

When it comes to instructional design engagement across regions and time zones, there’s a combination of factors to consider: cultural and language differences, communication technology, conducting effective content, task and audience analyses, working with SMEs, facilitating content review sessions, holding creative virtual brainstorming sessions, and managing alphas, betas, pilots, updates etc., etc. ... It’s a lot to juggle!

The Association for Talent Development recognizes the importance of navigating this state within the learning and performance arena, with “having a global mindset” as one of the foundational competencies of the updated ATD Competency Model. Key actions associated with these competencies include appreciating cultural differences, conveying respect for different perspectives, developing cultural awareness, adapting behavior to embrace differences, advocating the value of diversity, and maximizing effectiveness through diverse contributions.

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Prepare and Plan for Global eLearning Localization

Posted by Nicholas Strozza, Interpro Translation Solutions on October 6, 2016

The eLearning localization process is a critical step for training workers in their native languages and cultures, and for the organization to ultimately function as a global unit. The development of multilingual classroom-based learning was once complex and time-consuming, but today eLearning localization is a more streamlined and straightforward endeavor.

However, unless you have been through an eLearning localization project from start to finish, you may not know exactly what goes into each step, and preparing for the localization process from the very start of the project can help save a lot of difficulty later. Whether you work with a professional translation company, an in-house resource, or freelance translators, there are some best practices to consider when developing eLearning programs in order to ensure they are easily localized and produce the right results, no matter where your audience is located.

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Designing Virtual Training for a Global Learning Audience

Posted by Renie McClay on August 25, 2016

When your training program includes participants from different cultures or across borders, there are inherent sensitivities that can derail virtual instructor-led training experiences. Skilled facilitation and advanced technology combine to create effective VILT, but hiccups can happen. With planning and preparation, some of those hiccups can be avoided, or at least minimized.

First and foremost, realize that virtual training has important, inherent differences from traditional classroom facilitation. You may be tempted to take your existing pool of facilitators and just give them virtual materials to instruct; this is a bad idea, as it takes special skills and training to make this switch. When selecting and preparing global virtual facilitators, consider both their individual skills as well as best practices relating to preparation.

There are some important qualities when choosing facilitators, foremost being adaptability. Sometimes a course plan needs to change on the fly, and technical issues can create a situation where an interaction needs to be altered. Having the ability to adjust and be flexible is important.

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Pharma Instructional Design Manager Talks Global Training Challenges

Posted by Renie McClay on April 12, 2016

This is part of our ongoing series, Interviews with Learning Leaders.

Dara Moore is senior manager of instructional design, Global Customer Excellence Learning & Development, at global biotech/pharma firm Baxalta Inc. She leads global curricula creation, training needs assessment, and learning strategy efforts for in-line and new product launches for customer-facing commercial teams in the hematology division, ensuring alignment to business goals, and adult-learning and instructional-design best practices. She has 18 years’ experience in L&D, with roles at two prior companies as director of training, and extensive experience in instructional design for eLearning, virtual training, and face-to-face training, as well as virtual and F2F facilitation. Dara has a master’s degree in adult education and training and is a Certified Professional in Learning and Performance (CPLP) through the Association for Talent Development. She was on the board of ATD Chicagoland in 2013 and is now an active member of the Florida Suncoast Chapter of ATD.

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Beware Cultural Differences to Avoid Global Training Faux Pas

Posted by Caveo Learning on October 22, 2015

No matter how much time and effort you put into making a global training program instructionally sound, its effectiveness can all be undone by inadvertantly offending the audience. When designing training beyond borders, it is absolutely critical to understand cultural differences and sensitivities, lest you communicate a message that you most definitely didn't intend.

For example, consider an everyday, seemingly positive gesture like giving the "thumbs up" sign. This would be extremely offensive in certain parts of the world. It can be just that easy to lose your audience of learners, simply by selecting a graphic or photo that is inappropriate in other cultures, or by using language that loses its intended meaning in translation.

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Global Learning Manager Discusses Cross-Cultural Training Challenges

Posted by Renie McClay on October 20, 2015

This is part of our ongoing series, Interviews with Learning Leaders.

Imran Cassim is senior manager of global learning and development for MTN Group, a mobile telecommunications company that operates in Africa and the Middle East. Imran has been with the organization for 15 years in various learning roles, and he currently heads up the company's corporate university, MTN Academy. Imran specializes in leadership training and hopes to find the magical elixir that will guarantee learning retention and prove ROI for learning professionals. He holds a master’s degree in leading change and innovation from York St John University.

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7 Localization Tips for Developing Global eLearning

Posted by Caveo Learning on June 18, 2015

When organizations expand into new countries and regions, they must revamp their training deliverables for the local language and culture. eLearning translation and localization can be especially challenging, but it's a critical process in order to effectively train workers and deliver quality products and services to customers.

Here are seven eLearning localization considerations to keep in mind when developing eLearning for global training projects. 

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Conduct Audience Analysis for Global Learning Success

Posted by Renie McClay on April 2, 2015

Conducting an audience analysis is an important step for any learning initiative, but it's especially critical in the context of cross-cultural learning. Even the best-designed curriculum can be derailed for failure to understand the learning audience.

By knowing who the learning audience is and what business objectives the learning initiative aims to address, we can better prepare their instruction. For a domestic learning audience, that's usually enough... but for a global audience, we need to delve into cultural differences and preferences in order to make the learning solutions truly relevant and to avoid unforeseen hiccups that can doom the entire effort.

Preparations for a global learning initiative should include hitting the various audience analysis points you would for a typical domestic training program, but then taking it far deeper. There are two main components to any audience analysis: a demographic breakdown, and an understanding of their expectations and learning preferences. Let's examine how to apply the audience analysis process to global learners.

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