Escolar Documentos
Profissional Documentos
Cultura Documentos
JoAnne Stein
(INST 400)
Table of Contents
Overview 2
What is Intercultural Communication? 2
What is Training? 2
History of Intercultural Communication Training 3
Components of Intercultural Communication Training 6
Why Training? 10
Types of Training 11
Contexts 18
Goals of Training 20
Overview of the Field 23
Breaking into the Field 27
Education 27
Certification 28
Experience 29
Other Methods 30
Trainer Qualifications 30
Skills 30
Personal Traits 33
Finding a Job 34
Earnings 38
Appendix A: Skills and Competencies 41
Appendix B: Self-Evaluation Questions 43
Works Cited 44
1
What is Intercultural Communication?
two (or more) different cultural communities negotiate shared meanings in an interactive
situation.” Any type of communication that takes place between people from different
communication is also founded on the basis that cultural differences exist between people
and that they strongly affect the way people communicate with one another.
What is Training?
traditional teaching because many training sessions are geared toward adults, consist of
dense and practical information, and are often delivered over a very short period of time.
The field of training as a whole, however, is a relatively new field. Scholars are still
trying to determine best practices, establish means of regulating the field and outlining
Kohls (1995) explains that “while learning and education have been with us for a
very long time, training is a relatively new activity” and “has only been considered a field
since about 1965.” One definition of training states that it is a “field of expertise in and
of itself, divorced from the content of any particular training program” (Kohls, 1995).
The field of training can be separated into two different approaches. One
2
above. This means the trainer must have knowledge of adult education, learning styles,
program. However, an effective trainer does not need to be an expert in a certain field in
for this is that the trainer will have the tools necessary to relate any kind of information to
an audience. Kohls (1995) sums this up by stating, “training is the master discipline
such as intercultural communication, for example. The trainer would then become an
expert in the desired field and then incorporate the elements of effective training to
implement their program. This approach is often more effective due to the trainer’s own
personal experience in the field and extensive knowledge of the topic. Therefore the
trainer can bring experiences into the program to help illustrate examples and can answer
underdeveloped. Many estimate that the field has only been around for approximately 50
years. The field came into existence due to the realization of a need for cross cultural
The field is also notorious for combining numerous disciplines that have existed
3
Early interculturists were primitive in that they viewed the world from a very
ethnocentric point of view, believing their culture to be superior. This resulted in the
desire and subsequent attempts to humanize or tame “savages” by teaching them the
However, the focus soon shifted from attempting to promote and enforce one
culture across the world to attempts to understand cultural variations. The failures of
various groups in their attempts to enter different cultures led to the realization that
According to Wedersphan (2000), the “profession began shortly after World War
II” and there are “three major periods in its history.” These periods are outlined as
follows:
intercultural training emerged and developed. In the post-1990 period, the field
has matured considerably and has gained increasing acceptance and sophistication
(Wederspahn, 2000).
In the 1970s, the “vast majority of the training…in the United States was done in
noncorporate settings such as the US Navy, the Deparment of State, and the Peace Corps
(Wederspahn, 2000).
Landmark events in the history of the field include the establishment of U.S. State
Department’s Foreign Service Institute which was established in 1946 and was one of the
4
first organizations to “focus on the cross-cultural challenges facing expatriates and
international travelers” (Wederspahn, 2000). However, it wasn’t until 1962 when the
Peace Corps was established that “systematic cross-cultural training was designed”
(Wederspahn, 2000). In 1975 the Society for Intercultural Education, Training and
Research (SIETAR) was founded and has since become “the worldwide association of
intercultural specialists” and has “held annual conferences since then” (Wederspahn,
2000). In 1977, the “Overseas Briefing Center was established to train US government
However, it wasn’t until 1994 when The American Society for Training Directors,
now The American Society for Training and Development (ASTD) “that training was
training, there have been several landmark publications on topics related to intercultural
communication and training. Several most popular early books and their dates of
publication are:
gain momentum in the private sector until about 1980” and the “level of usage of cross-
5
cultural training rose only slowly (Wederspahn, 2000). However, “the demand was
sufficiently strong to attract many new practitioners to the field” and there was a
Consequently, “most of today’s leading intercultural training and consulting firms got
In the 1990s, many practitioners wanted to “officially expand the field of training
to incorporate identifying business goals at the top of the organization and ensuring that
systems were in place to support the change required to achieve the business goals”
(Biech, 2005). The 1990s also “saw the rapid growth of…domestic diversity training”
2000).
trainee(s) about the culture and communication style that is unique to the area the
question: What is culture? However, for the purpose of this paper, the basic theories of
culture and communication will not be examined. Nonetheless, awareness of the most
trainer.
6
Overall, it is important to realize that there is more to teaching someone how to be
successful in a culture than simply learning the language (if, indeed, the language is
The most common contents of training programs are the cultural dimensions or
values which exist across cultures and cause the vast differences experienced upon
traveling to a new culture. It is such cultural differences “that really ‘make a difference’
femininity (also known as male dominance versus gender equality) and Confucian
1999).
example, emphasize “the importance of individual identity over group identity, individual
rights over group rights, and individual needs over group needs” while collectivistic
cultures emphasize “the importance of the ‘we’ identity over the ‘I’ identity, group rights
over individual rights, and in-group-oriented needs over individual wants and desires”
(Ting-Toomey, 1999).
7
The power distance dimension illustrates “the extent to which the less powerful
1999).
The uncertainty avoidance dimension tells “the extent to which the members of a
culture feel threatened by uncertain or unknown situations and the extent to which they
A “masculine” culture means that “gender roles are clearly distinct” while a
“feminine” culture means that “social gender roles overlap” (Ting-Toomey, 1999).
Confucian dynamism is a dimension that was first used to “explain some of the
delineates the importance attached to the future as opposed to the past and present. Long-
“is consistent with spending to keep up with social pressure, less savings, preference for
Further research reveals even more cultural dimensions that can be used to
categorize cultural differences. These dimensions are: content specific versus content
particularism, achievement versus ascription and internal versus external (Kim, 1999).
8
• Hierarchical versus egalitarian distribution of power
In addition to the different cultural dimensions listed, there are other barriers to
from others,” and the high levels of “anxiety that shrouds cross-cultural communication”
due to the fact that communicating interculturally is a highly unfamiliar experience for
9
Why Training?
So why is training important? Why should companies hire trainers to train their
technologies and ways of doing business are constantly emerging. Both companies and
their employees must stay informed of new changes in order to remain competitive and
successful.
hiring new employees who have the skills that could be taught. Outsourcing the training
10
Types of Training
The types of training available are as numerous as the many different needs of
organizations that are constantly emerging. Types of intercultural training are often
broken down into two categories: preparing Americans to go abroad (and/or return home)
Kohls (1995) breaks down the range of intercultural training programs into 14
different categories. They are as follows: relocation training, initial on-site support,
reentry training and repatriation counseling, managing diversity in the domestic work
force, supervisory skills for diverse domestic employees, multinational team building,
specific training” (Kohls, 1995). The purpose of such a program is to “prepare a person
who has been assigned to work in a foreign country to understand how that country, it’s
people and their norms and expectations are different from those of his or her own
support” (Kohls, 1995). This type of training takes place once an expatriate and his or
her family has arrived in the target country. Such training helps to provide “additional
11
unanswered questions” that someone may have upon arriving in a new culture (Kohls,
1995). It is recommended that such support should be made available for the “first three
or four months of the foreign sojourn” (Kohls, 1995). Another important point about on-
site support is that is should be provided by someone who does not have connections to
the company that the expatriate is working for. This is due to the fact that the trainer may
have to “nurse the family members through their worst period of culture shock when,
emotionally, they will not be at their best; and it will not help if the employees have to
worry about any of this information ever finding its way into personnel files or even into
programs) helps the expatriate and his or her family “readjust to life back in the home
country after the foreign assignment has been completed” (Kohls, 1995). Readjusting to
life back home is necessary because returning expatriates may not realize “how they
personally have changed during their international assignments and how life and work at
home have changed during their absence” (Wederspahn, 2000). This seems to be the
most frequently overlooked type of training as few realize that reverse culture shock is a
“painful reality…for those who did the best job of adjusting overseas” (Kohls, 1995).
The necessity of such programs was reflected in a 1998 survey of 114 companies that
found “75% of the expatriates surveyed felt that ‘an effective repatriation program is
include the entire family and are best conducted within 90 days of the date of return home
12
Managing diversity in the domestic work force is a training topic often utilized by
mid-level managers. This type of training is “one of the fastest growing training
programs” due to the “rapid rise in the entry of ethnic groups, women, homosexuals and
physically disadvantaged people into the U.S. work force” (Kohls, 1995). Such training
helps managers learn how to “motivate and manage” their employees and is necessary
due to the fact that diverse people have very different needs and wants than the typical
“white, male, middle-class” work force that has previously existed (Kohls, 1995).
diversity in the domestic work force training. Instead, such training is utilized at the
“supervisory level” as opposed to usage by mid-level managers (Kohls, 1995). The focus
of this training is to get “diverse work-force members to work together cooperatively and
on a single project” (Kohls, 1995). A program like this focuses on helping “each
component culture understand how they are similar to and different from all the other
cultural groups involved as well as acknowledge where and how each group will have to
give a little for the group to work together harmoniously and effectively” (Kohls, 1995).
international posting” but is also required for “home-based mid-level and upper-level
management personnel (and even for the board members) of companies who are about to
go international or who intend to step up their global activities” (Kohls, 1995). Such
training helps management personnel realize that the “international arena requires a new
13
level of awareness, a new way of looking at the world and [their] company’s role in it”
and intercultural awareness training will help put its trainees into “the right frame of mind
awareness training should be applied “from top to bottom” and to “all the home office
staff who will have anything whatsoever to do with [the] company’s international
communicate face-to-face or phone-to-phone with people from other countries” and will
help trainees “develop the skills that are most effective in communicating with foreign
national whose English may be limited, or highly accented and out of recent practice”
(Kohls, 1995).
organizations “where people from multiple countries need to work together, at a very
high level, to accomplish common international goals” (Kohls, 1995). This training is
“made enormously more difficult because each manager is coming to the assignment with
vastly different expectations, created by his or her own enculturation, which as caused
him or her to view management with widely differing interpretations” (Kohls, 1995).
be brought out into the open and thoroughly discussed” so that a “consensus agreement”
can be reached as to which management concept and approach” will be used (Kohls,
1995).
14
Joint venture preparation takes place when an American company is about to
“enter a joint venture agreement with a foreign country” (Kohls, 1995). During joint
venture preparation training, an intercultural trainer “works with a team from each of the
companies, preparing the team to expect and adjust to the cultural and business practices
of the other team” (Kohls, 1995). The trainer will also ‘join in the negotiation process”
and may possibly “remain on retainer throughout the first full year of operation” in order
to facilitate “both sides in understanding where the other side is coming from and why”
(Kohls, 1995).
resources personnel in order to cover topic such as: “compensation packages and
practices; the realities of overseas living; the acculturation cycle which people go through
in the process of adjusting to a foreign country; and helping the company’s returning
Americanization training for foreign nationals is for those who will be working
foreign students who have decided to study at American universities” (Kohls, 1995).
This training is designed to “prepare the foreign national to function appropriately within
the radically different work or study expectations they will encounter in this country
(even if they are coming from a Western European country)” (Kohls, 1995).
cases intercultural trainers can be hired to “act as neutral mediators” to help facilitate
15
Training on protocol to receive international representatives is strongly advised in
dignitary [one is] expecting to host” (Kohls, 1995). While the reasons for this may seem
obvious, “more than one American company has done irreparable damage by failing to
treat visiting officials with the courtesies they normally receive (and therefore have come
to expect)” (Kohls, 1995). Such situations can apply not only to business situations but
also to government, military or political situations when the risks of not providing
broad title such as “Global Awareness,” “Culture Matters,” or “Life and Work Overseas”
(Wederspahn, 2000). Instead of being targeted toward a specific country, these programs
are “aimed at helping the learners recognize the presence and power of culture in cross-
and exercises to make the learners aware of their own cultural values” (Wederspahn,
2000). Due to that fact that these programs simply give an overview of the importance of
cultural awareness, they are not “sufficient preparation for handling complex cross-
cultural situations effectively or for living and working abroad” (Wederspahn, 2000).
selection. This type of training helps managers determine which employees would be
effective expatriates and outlines methods of testing whether or not they would be
16
successful during an overseas assignment. Such training is especially important because
it can prevent companies from wasting valuable training on people who are not good
expatriate candidates.
Training can also be categorized not only by content and/or target audience, but
last longer, of course, depending on the amount of information that needs to be covered.
Another intercultural training topic is that of etiquette. This can include manners
and customs from other countries as well as dining etiquette. This type of training can
also be valuable alongside training aimed at customs associated with hosting foreign
dignitaries.
17
Contexts
multiple purposes. Several of the most common areas where knowledge of cross-cultural
are:
1. Business
culture, including how they think and what they value. Business negotiations vary
greatly from country to country and without proper training on how to approach them,
2. Education
information to their students. Learning styles and views toward education are different in
other countries and teachers must be aware of this in order to succeed. Teachers must
Students must also receive training when preparing to study abroad, especially if
the planned study abroad term will last for a significant amount of time.
18
Researchers going abroad to study various issues must also know how to
approach certain topics with care and tact. Intercultural training will help them succeed
in their efforts.
3. Advertising/Marketing
market, companies must have knowledge of the culture and values of that market. The
4. Government/Politics
Awareness of cultures can make the difference between war and peace when it
comes to foreign affairs and policies. Governments and politicians must also be aware of
local practices and customs when hosting international dignitaries as well as when
5. Volunteer Work
environment they are about to enter. International aid workers often travel to hostile
environments where the cultural practices are drastically different from those they are
used to at home. Cross-cultural awareness can make the transition to living and
19
Goals of Training
people for more effective interpersonal relations when they interact with individuals from
cultures other than their own.” Another goal is to “encourage constructive and
1976). Ting-Toomey (1999) states that the goal is “to create shared meanings between
Additional, more specific goals for Americans preparing to go abroad have been
—specifically, what their American values are, how unique and unusual those
values are in a world context, and how strange Americans sometimes seem to
20
• Introduce these Americans to the logic of the foreign culture to which they are
going and give as complete and accurate a picture of that culture as is possible
• Facilitate a rapid and positive adjustment of each family member to the host
culture, enable the employee to work productively in the host culture, and lead
Whether or not all the goals outlined will be accomplished depends on the length
• Master the logistical skills of surviving in the foreign country (e.g., marketing,
logic system (rather than one’s own) to interpret all that is seen and heard in
21
• Facilitate a rapid and successful adjustment for each family member to the
host culture, and enable all of them to have a positive, productive overseas
experience.
the foreign country long enough, to become fully bicultural (i.e., able to
1995).
22
Overview of the Field
The field of intercultural training is still young and continues to develop and
grow. Therefore it is hard to determine exactly where the field will go. Now is the time
that the future of the field will be decided by those involved in it.
education and knowledge of certain areas and skills will always be necessary. Due to the
constant need for people to develop new skills, it is more cost effective for companies to
train their current employees rather than hire new ones. Gordon, Petrini and Campagna
(1997) state that training “will remain important given workplace needs for ongoing skill
The current economy of the United States plays a large part in the high demand
and stability of the field of training. Not long ago many Americans worked their whole
lives at one company and were ensured job security until retirement. Unfortunately, this
is no longer the case and many adults will change jobs several times over their lifetime.
economy has also altered the job market. As a result, “jobs and career paths, even entire
“somebody has to train employees” how to use new technology or implement changes
23
into the workplace, for example (Careers in Corporate Training, 2004). In addition,
businesses are now [adopting a ‘smarter, not harder’ work ethic that puts a premium on
skill-improvement training for their current jobs each year” and “U.S. companies spend
$55 billion annually on workplace training.” Training is also being made more available
to U.S. companies because “federal tax allows businesses and individuals to deduct the
cost of advanced education and training programs from their taxable incomes in order to
The need for training “means that the world is moving along at a faster pace than
ever before” and that “the days when one skill would last a lifetime are long past”
(Careers in Corporate Training, 2004). The constantly changing world is also due in part
to globalization. Because it is nearly impossible for a company not to feel the effects of
of the world around them. This is where specialized trainers such as intercultural trainers
come into play. As long as companies continue to do business globally, they will need to
understand other people, other cultures, and how to communicate effectively with others.
One of the current issues facing the field right now is what to call it. The duties
performed by intercultural trainers often fall under numerous different job titles and
categories ranging from corporate trainers to human resource managers. The term human
resource development, which was coined by Leonard Nadler, a professor at the George
Washington University, is often used to describe the field as well (Biech, 2005).
24
Some of the “traditional and emerging job titles in training” are: trainer,
The existence of numerous names and job titles may be due in part to the fact that
“job titles and descriptions,” which once “served as accurate overviews of the tasks and
responsibilities that defined one’s role in an organization,” are now “little more than
token placeholders” (Reitman, 2001). Despite the numerous and ever changing titles,
Reitman (2001) emphasizes that it doesn’t matter what you call yourself, what’s
Another reason is that the “industry is evolving so quickly that titles and functions
change constantly” and “nobody seeks out advanced training so that they can stay in the
same position” (Careers in Corporate Training, 2004). Furthermore, the tools being used
to implement training are constantly changing and so this creates new positions and new
Another issue is to outline the job titles and duties of trainers. According to
Gordon et al. (1997), “no single profile can describe a typical job in the field of training
and human resource development.” Some of the tasks that trainers can perform are:
programs; and serving as agents for organizational change” (Gordon et al., 1997).
25
The duties of a training manager are outlined as someone who “designs, plans,
and implements corporate training programs” (Careers in Human Resources, 2004). This
definition is very broad and does not break down the numerous topics that training
(2001) states that “training will become the next boom industry” and that “it will reshape
its look and feel significantly.” Reitman (2001) also sums up the fact that “along with
training’s transformation, the role and skill set of those doing the training is changing.”
Nonetheless, “it seems clear that training itself, along with the role of the trainer, will be
(Reitman, 2001).
26
Breaking into the Field
Due to the fact that the field of intercultural training is “relatively new and
(Wederspahn, 2000).
Instead, many “practitioners come from a wide range of backgrounds” and the
(Wederspahn, 2000). Such practitioners often accidentally fall into their positions due to
their experiences and relevant skills acquired in other areas of study or careers.
Several paths that can lead to a career in intercultural training are through
1. Education
trainer. However there are programs in related fields that can give one the skills needed
27
According to the American Society for Training and Development (ASTD), “by
the early 1990s U.S. higher education was offering more than 60 undergraduate degree
programs, more than 140 master’s programs, and almost 60 Ph.D. programs in human
resource development” (Gordon et al., 1997). Human resource development is one area
that the field of training often falls under and can help provide a background in training.
Another related field is corporate training. The most popular fields of study for
2004).
as well.
Some sources suggest that a background in drama or acting is also helpful for
getting started in training due to the fact that presentation and public speaking skills are
credentials are necessary in this field. One of the reasons for this is the fact that “it’s hard
to get other people to take you seriously if they don’t have a reason to believe you know
II. Certification
28
In addition to undergraduate, graduate and doctoral programs, there are training-
website, the certification is “valid for three years” and professionals are qualified to
become certified if they have a “minimum of three years related work experience…
program focuses on “the training provided to develop a certain knowledge and skill base”
(Biech, 2005, p. 302). Therefore, certification is granted when an individual has “met
2. Experience
the target country, gained either through first-hand experience or through study,” “living
experience in the target country, of a minimum of two years (and preferably longer),”
“the experience of having lived through culture shock (somewhere),” and “experience as
experiences can be measured by their “depth, duration, success, relevance, breadth, [and]
29
learning” to “determine the extent to which [a trainer’s background] is suitable
(Wederspahn, 2000).
3. Other Methods
conferences.
Trainer Qualifications
must also possess a broad set of skills as well as certain personal traits.
1. Skills
Putting together and implementing a training program involves skills other than
needed to successfully implement a training program require very specific expertise that
could be considered a separate field. This includes knowledge of needs analysis and
evaluation methods, structure of the training program, various learning styles, visual aid
30
and/or handout design, advancements in technology, effects of the number of participants,
program.
Trainers must also have strong organization and preparation skills. One source
states that “there is nothing so off-putting as an unprepared trainer” and that “anybody
who gets up in front of a roomful of people and tells them what to do had better know
Reitman (2001) presents “five ‘competency clusters’ or roles that are important
for trainers” that were identified from research done for the Ontario Society for Training
and Development. The five competency clusters and roles are as follows:
2. designing training
3. instructing-facilitating
4. evaluating training
Reitman (2001) goes on to say that, in order to “perform these roles successfully,
categories are further explored and broken down into the various categories. For
31
training theories and techniques” (Reitman, 2001). Business competencies include
(Reitman, 2001).
Reitman (2001) sums up this analysis by stating that “to succeed today, a trainer
needs all of those core competencies.” As is evident from this summary, numerous,
multi-discipline skills are needed to succeed in training. While such an extensive list may
seem overwhelming and discourage potential trainers from pursuing a career in training,
it is not necessary to have all these skills at once. At a very basic level one must posses
“strong oral and written communication skills, business focus, computer savvy, [the]
ability to think critically and analytically, [the] ability to work with people of various
cultural and educational backgrounds, [and the] ability to switch gears, for example, from
When an individual possesses the most basic skills, he or she can then build upon
them to continue to gain skills and competence as a trainer as the majority of the
“specialty skills” needed will be learned “in the workplace” (Careers in Corporate
Training, 2004). However, when it comes to actually presenting the program to the
trainees, the importance of excellent communication skills, both written and verbal,
32
In addition, Kohls (1995) provides a list of 31 various skills and competencies
needed to thoroughly and effectively design, implement and evaluate a training program.
2. Personal Traits
Certain personal traits can lend credibility to intercultural trainers and help them
to be effective.
[and] sense of accountability for results” (Kohls, 1995 & Wederspahn, 2000).
interest in, and enjoyment of cross-cultural experiences and people, sensitivity to cultural
openness to new experiences and to people who are different” and respect for cultural
Other characteristics outlined by Biech (2005) include being both “assertive and
influencing, both logical and creative, confident and poised, customer-focused, flexible
results-oriented [and] well-organized.” More helpful traits are the ability to “relate to
specific situation, build trust” and be a “good listener” and “excellent communicator”
(Biech, 2005).
33
Needless to say a trainer should also enjoy presenting information and speaking in
public. Being highly articulate and possessing a flair for speaking will greatly contribute
to a trainer’s success. Unlike traditional teaching, trainers do not give lectures or simply
read from a prepared script. Instead, trainers must “engage their subjects and encourage
While a trainer may have the skills needed to effectively communicate, he or she
will be even more effective by possessing innate personal traits such as the ability to
reach out to the audience and care about them and their success. Therefore trainers must
have the ability to bring “people out of their shells” and “feel as though [they] have a
vested interest in the success of all of [their] students” (Careers in Corporate Training).
Because trainers are selling themselves, their knowledge, experiences, and ability
to convey information, they must also have the ability to present themselves in a positive
light. They must always make a good impression, be prepared, and portray themselves
with confidence. This means trainers must put more effort into their appearance because
their job is to work in front of people. Good posture, appropriate attire, eye contact and
grooming are equally as important as the information that will be presented and will lend
Other aspects of the job regarding day-to-day duties need to be considered. A list
Finding A Job
34
employees may need skills improvement” (Wederspahn, 2000). Wederspahn (2000) also
suggests that potential trainers “prepare an outline of [their] course and a biography
highlighting [their] credentials to send prospective clients” and that they “design these
training services. For example, “front-line managers and supervisors may not be thinking
about a training program, but if they feel lack of skills is a problem in their organizations,
[an] offer will interest them” (Wederspahn, 2000). After contacting the appropriate
person, it is important to “stress the benefits of skill improvement, especially any return
organizations. Many jobs with for profit private companies will be located “where the
businesses are” and this “means in cities and their suburbs” (Careers in Corporate
Training, 2004, p. 4). However, due to technological advances, training can now take
place online and “with e-learning, students and strainers can be on opposite sides of the
graduates not be “too choosy about where [their] first job takes [them]” (Careers in
When searching for a job in the corporate market, “in many large corporations
seminar leaders are hired…by a training manager who works under human resources”
(Bly, 2001). If a “company is not large enough to have a training manager,” trainers are
hired by “the HR director or another HR manager” (Bly, 2001). In such a situation the
person doing the hiring are “training buyers, not end users” because they “are not buying
35
your program for themselves” but are instead buying a trainer’s services “for someone
else in their corporation: an executive who wants to train his or her team to improve their
Others who may hire trainers are “line managers, typically at the vice president or
these people who are the “end users of training: the managers who will send their staff
something to do” and a “line manager can be persuaded to buy training even if he or she
has never thought about it” if you are able to “identify a business problem that your
training program can solve” (Bly, 2001). Ultimately trainers have a “better chance of
getting more people interested when contacting end users than when contacting training
Bly (2001) suggests that it is important that trainers have “valuable experience in
a particular field or task” and that “experience is the strongest differentiator you can
have” because it “adds credibility to listeners during [the training program] as well as to
Not only should trainers have experience, but they should have experience “aimed
at a specific market” because the “more experience you have in the topic, the more
credible you are versus other speakers” (Bly, 2001). Bly (2001) goes on to state that it is
“even better” to have experience in your “client’s industry” because the “client will be to
36
Many trainers also started out as school teachers before making the transition to
training adults. Therefore the field of education can also serve as a path into a career as a
trainer. Serving time in the military can also help prepare someone for a career as the
trainer. The reason for this is that the U.S. Army and Navy provide numerous adult
training programs and have over 200 years of experience in doing so.
37
Earnings
Specific earnings of intercultural trainers are hard to determine. This is due to the
fact that the field is not entirely developed, is known by many different names, and is
quite fragmented. In addition, the U.S. Department of Labor Bureau of Labor Statistics
lists intercultural trainers under the category of Human Resources, Training and Labor
Relations Managers and Specialists despite the fact that all these jobs are very different.
The field of training in itself is also very different from the specialized field of
intercultural training.
However, factors that typically affect one’s salary, such as “education, experience
level, performance record, job category, geographic location, and the type and size of the
organization” where one works all apply to the field of training” (Gordon et al., 1997).
The Bureau of Labor Statistics (2007) also confirms this, stating that “annual salary rates
for human resources workers vary according to occupation, level of experience, training,
The Bureau of Labor Statistics (2007) goes on to outline May 2006 earnings of
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Lowest 10%: Less than $43,530
The Bureau of Labor Statistics (2007) also differentiates between training and
placement specialists; compensation, benefits, and job analysis specialists; and training
and development specialists as jobs all falling under the same category.
However, The Bureau of Labor Statistics does not indicate the differences
specialists.”
According to Gordon et al. (1997), a “few top earners in the field actually make as
much as $250,000 a year.” In addition, “57 percent of trainers believe they are
Corporate training is an area that intercultural trainers could potentially fall under.
Salaries for corporate trainers are cited as falling between “$40,000 per year” and
39
In addition, hourly rates can range “from $50 to $150 depending upon the trainer
and the subject being taught” (Careers in Corporate Training, 2004). Another source
indicates that “for an in-house corporate training seminar, companies expect to spend
around $200 to $250 per employee per day” (Bly, 2001). Therefore, it is not uncommon
for a “class with 15 employees” to receive payment of “$3,000” to teach the class” (Bly,
2001). Lastly, Bly (2001) indicates that “many [trainers] get $1,500 a day” and that “the
more specialized and in-demand your program, the more you can charge.” When
intercultural training positions are listed under the umbrella of Human Resources, a
training manager can have a salary ranging from $52,000 to $100,000” (Careers in
Such figures indicate the lack of information specific to the field of intercultural
pays better than performing the skill itself.” The statistics from related fields show the
potential earnings opportunities that exist for intercultural trainers when working as a
40
Appendix A
41
19. Objectives Preparation Skill: Preparing clear statements which describe desired
outputs.
20. Organization Behavior Understanding: Seeing organizations as dynamic, political,
economic and social systems which have multiple goals; using this larger
perspective as a framework for understanding and influencing events and change.
21. (106) Organization Understanding: Knowing the strategy, structure, power
networks, financial position, systems of a SPECIFIC organization.
22. Performance Observation Skills: Tracking and describing behaviors and their
effects.
23. Personnel and Human Resources Understanding: Understanding issues and
practices in other HR areas (Organizational Development, Organization Job
Design, Human Resource Planning, Selection and Staffing, Personnel Research
and Information Systems, Compensation and Benefit, Employee Assistance,
Union/Labor Relations).
24. Presentation Skills: Verbally presenting information so that the intended purpose
is achieved.
25. Questioning Skill: Gathering information from and stimulating insight in
individuals and groups, through the use of interviews, questionnaires and other
proving methods.
26. Records Management Skill: Storing data in easily retrievable form.
27. Relationship Versatility: Adjusting behavior in order to establish relationships
across a broad range of people and groups.
28. Research Skills: Selecting, developing and using methodologies, statistical and
data collection techniques for a formal inquiry.
29. Training and Development Field Understanding: Knowing the technology, social,
economic, professional and regulatory issues in the field, understanding the role
T&D play in helping individuals learn for current and future jobs.
30. Training and Development Techniques Understanding: Knowing the techniques
and methods used in training; understanding their appropriate uses.
31. Writing Skills: Preparing written material which follows generally accepted rules
of style and form, is appropriate for the audience, creative and accomplishes its
intended purposes.
Source: Kohls, L. R. (1995). Training know-how for cross cultural and diversity trainers.
(page 105).
42
Appendix B
Source: Biech, E. (2005). Training for Dummies. Hoboken, NJ: Wiley (pages 21-23).
43
Works Cited
ASTD. (2007). CPLP fast facts. Retrieved March 2, 2007, from ASTD Web site:
http://www.astd.org/content/ASTDcertification/CPLPFastFacts.htm
Bly, R. (2001). Getting started in speaking, training, or seminar consulting. New York:
Wiley
Bureau of Labor Statistics. (2007). Human resources, rraining, and labor relations
managers and specialists. Retrieved February 23, 2008, from U.S. Department of
Careers in corporate training: teaching adults to help them advance in their lives and
Gordon, E., Petrini, C., & Campagna, A. (1997). Opportunities in training and
44
Jandt, F. (2007). An introduction to intercultural communication: Identities in a global
Kohls, L. R. (1995). Training know-how for cross cultural and diversity trainers.
Reitman, A. (2001). Career moves: Take charge of your training career now!
Press.
45