AboutLeo Lingham Expertise In Managing a business, I can cover all aspects of running
a business--business planning, business development, business auditing, business communication, operation management, human
resources management , training, etc.
Experience 18 years of working management experience covering such areas
as business planning, business development, strategic planning,
marketing, management services, personnel administration.
PLUS
24 years of management consulting which includes business planning, strategic planning, marketing, product management, training, business coaching etc.
I have problem with these question. Please answer these question. Thanks
Q1. A US MNC is the process of establishing a fast food chain in India. The company plans to send its tweny US managers for familiarization trip to New Delhi. Design a two day training program for theses managers about indian lifestyle, culture and the indian fast food market. What training methods and design you will use in the training program.
Q2. Design a training program for newly hired sales associates for a retail chain. Results from the needs assessment indicated they world need training on company policies and procedures, selling apparels to customers, and handling customer complaints and returns. What learning principles would you build into the program? What training methods will you choose for your training program? Explain your choices.
Thakyou very much
Answer TARUN,
HERE IS SOME USEFUL MATERIAL.
REGARDS
LEO LINGHAM
============================================
Q2. Design a training program for newly hired sales associates for a retail chain. Results from the needs assessment indicated they world need training on company policies and procedures, selling apparels to customers, and handling customer complaints and returns. What learning principles would you build into the program? What training methods will you choose for your training program? Explain your choices.
1.COMPANY POLICIES/ PROCEDURES.
A.CLASSROOM SESSIONS.
-explain the policies/ procedures.
-question and answer sessions.
-handover the booklets on policies/ procedures.
B. 3 DAYS LATER
CONDUCT A WRITTEN TEST.
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2.SELLING SKILL/PRODUCT KNOWLEDGE
Training procedure
Introduction
Incorporating product training in the training program would help the sales personnel to meet the customers’ need and reach their full potential. Andragogy is one theory of adult learning that attempts to explain why adults learn differently than other types of learners. Andragogy makes the following assumptions
· Adults need to know why they need to learn something
· Adults need to learn experientially
· Adults approach learning as problem solving
· Adults learn best when the topic is of immediate value
Adult learners usually approach learning differently than young learners, they
· Are more self guided in their learning;
· Bring more and expect to bring more, to a learning situation because of their wider experience
· Require learning “to make sense”- will not perform an activity just because the instructor said to do it
Also different people learn differently, there are three learning styles:
Visual learners: They process new information best when it is visually illustrated or demonstrated using:
· Graphics, illustrations
· Images
· Demonstrations
Auditory learners: They process new information best when it is spoken, as in:
· Lectures
· Discussions
Kinaesthetic learners: They process new information best when it can be touched or manipulated, such as:
· Written assignments, taking notes
· Examination of objects
· Participation in activities
The first key to making training effective is to use a variety of techniques to introduce the learners to the material and to apply their new found knowledge so that it sticks with them. The objective of training is not to teach product knowledge but how to use product knowledge to sell. People are more engaged when training is fun and interactive. Humans are social beings so the social aspect should be included in the class room.
Making the training program fun and interactive will not just provide a more enjoyable experience for the participants, but will lead to greater learning. Learning is achieved best by being active. According to adult learning principles, they learn by processing information, linking it to previously held knowledge and by applying the new knowledge. So designing the training to include fun activities and social interaction will lead to a more successful and educational program.
Therefore, keeping all these factors in mind it is necessary to develop a training process that addresses each of the learning styles and helps to ensure that the training reaches all of the individuals.
======================
Trainees
Product knowledge needs to be imparted to the existing sales staff as well as the new recruits who will be selected on the opening of new stores.
For existing stores: Team heads of each department will be sent for the training who in turn will provide on the job training to their subordinates. In case of existing stores it is not feasible to provide training to all the sales staff as it would cause a hindrance in their working schedule.
New recruits: All the candidates who will be selected by the management to work on the floor as sales staff would be required to undergo the training. The module on product knowledge will be incorporated within the two week induction training currently being given to the staff.
Duration: 3 days
Course content:
The training would consist of two sections of the manuals
Basic guide- It would give all the basic knowledge about the various categories of apparel, different types of fabrics, weaves and styles.
Selling guide- It consists of all the steps required to make a successful sale and would let the participants know the importance of translating the product features into benefits. It consists of all the products present in the store along with their price points and their features and benefits.
Process
The training on product knowledge will be divided in to a three day session. It would include a presentation of the manuals as well as interactive activities for an effective learning session.
Day 1:
Before the start of any module it is necessary to describe the goals and objectives of the training and how the participants would benefit from this training.
The module would begin with an interactive game to make the candidates realise the need of product knowledge.
Activity 1:
What’s in my bag?
Duration:
45 minutes
Objective:
To let the participants realise the need of product knowledge
Instructions
All the participants will be divided into a group of two or three. Each group would be given a product inside a bag. All the groups will be given fifteen minutes to write some points about their product which would help the other groups to identify their product.
After fifteen minutes each group will say one point about their product and the process will continue till one of the products name is guessed correctly.
As this activity is conducted before the training, it would become difficult for the participants to guess the products and hence they would realise the need to have correct product knowledge.
After this activity the participants would be given a presentation of the first section of the manual i.e. the basics guide which would help them gain a brief knowledge about all the products being sold in the store.
The day would end with a small quiz based on the “basics guide” to help them retain the contents of the training.
Day 2:
At the start of the 2nd day, Activity 1 would be repeated and the participants would realise an improvement in their performance. This would give them a boost and would encourage them to learn more.
The participants would be given a brief about the importance of knowing how to sell a product and how it is the benefits of a product that matter to a customer and not just the features.
They would be given a presentation of the second section of the manual i.e. the selling guide and the men’s and women’s section would be completed.
At the end of the day the participants would be quizzed on the day’s course content.
Day 3:
After the second day’s course content the participants will have some clear image about the various products that they would be selling on the job. Also they would be equipped with certain techniques that could be used to sell the products based on their features and benefits.
The third day would be the last day of training and would consist more of activities to help the participants retain the knowledge and to help them apply this knowledge on the job.
The day would start with an activity called the features and benefits game.
Activity 2:
Features & Benefits Game
Duration:
Flexible
Objective:
To encourage participants to focus on the customer, not the technical features of what they are selling.
Instructions
Ask a member of the group to act as the customer and give a very brief outline of their requirements for a product they wish to purchase. e.g. "I would like to buy a shirt for office wear. I would want something which is durable and light".
The rest of the delegates then have to sell that item focusing on the customer’s needs.
The rules are: The first person gives a feature like “this shirt has wrinkle resistance” and then passes it onto the next participant who has to provide a benefit "which means that, you don’t need to iron it every time u wear it”
It then gets passed to the third delegate who provides another feature, and the fourth then provides the corresponding benefit - matching the customer’s needs, and so on.
You then swap and have a different customer and/or product.
After this activity, the participants are likely to get energized. The presentation of the “selling guide” would proceed covering the kids and infants section.
The training module would be wrapped up by a fun activity to help them apply all that they have learnt in this session.
Activity 3:
Sell This!
Duration:
Flexible
Objective:
To encourage creative thinking, accepting peers’ ideas, and help them effectively sell products.
Instructions:
Brainstorm a list of product names and give one name to each small group. Give 15 minutes to each group to come up with the following:
· What the product is/does
· A celebrity spokesperson for that product
· Acting out a commercial for that product
Each team presents their “product” to the larger group
===================================================
3.SELLING SKILL/ CUSTOMER COMPLAINTS
RETAIL SALES STAFF.
WORKSHOP CONTENTS
Step 1: The Approach and Greeting
First impressions and personal appearance
Having a friendly and cheerful disposition
Acknowledging customers you cannot assist immediately
Approaching Customers:
- The Decided Customer
- The Undecided Customer
- The Browsing Customer
Using different types of Greetings
Step 2: The Qualification
Questioning/Probing to discover the customer's real needs and wants
Step 3: The Demonstration
Establishing Trust
Establishing Value
Creating Excitement and Desire
Demonstrating merchandise FEATURES and BENEFITS
Involving the customer
Offering alternatives
The use of technical terms
Step 4: Handling Objections
Handling different types of objections
Identifying the customer's true objection
Anticipating objections
Step 5: Closing the Sale
Recognising buying signals
Using different types of closing techniques
Generating additional sales:
- Add-on selling
- Up-selling
- Cross-selling
-Add-on selling
-suggestion selling
-value selling
-Optimized selling
Reassuring and farewelling the customer
====================================================
YOU CAN ALSO ADD TO THIS MODULE
THE CORE SKILLS INCLUDE
-TAKING INITIATIVE
-TAKING RESPONSIBILITY FOR ONE'S OWN ACTION.
-PROBLEM SOLVING
-APPLYING THEORETICAL KNOWLEDGE IN PRACTICAL CONTEXTS.
-BEING NUMERATE AND LITERATE
-HAVING INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS.
-SOURCING AND ORGANIZING INFORMATION EFFECTIVELY
-LISTENING EFFECTIVELY
-COMMUNICATING ORALLY AND IN WRITING
-WORKING EFFECTIVELY IN GROUP SITUATIONS.
-UNDERSTANDING HEALTH AND SAFETY ISSUES
-REFLECTING ON AND EVALUATING QUALITY OF OWN LEARNING AND ACHIEVEMENT.
=========================================
ASSESSMENT OF THE SALES TRAINEES.
1.PERSONAL SELLING TECHNIQUES.
1.1-DISTINGUISH BETWEEN THE THREE SELLING SITUATIONS
*SELF-SERVICE
*SELF SELECTION
*FULL PERSONAL SERVICE
1.2 -INDENTIFY THE FEATURES OF FULL PERSONAL SERVICE
1.3-GREET CUSTOMERS IN AN APPROPRIATE MANNER
1.4-RECOGNISE CIRCUMSTANCES WHERE CUSTOMERS SHOULD BE
ALLOWED TO BROWSE.
1.5- USE ACTIVE LISTENING SKILLS TO IDENTIFY SPECIFIC CUSTOMER NEEDS.
1.6-IDENTIFY VARIOUS MEANS OF OPENING A SALE.
1.7-SELECT THE APPROPRIATE METHOD OF OPENING A SALE BASED ON ACTIVE
LISTENING TO THE CONSUMER.
1.8- DEMONSTRATE THOROUGH PRODUCT KNOWLEDGE WHEN SELLING
*BENEFITS IN USE.
*FUNCTIONS
*MATERIALS
*ORIGINS
*FEATURES
1.9 -DEMONSTRATE THE FEATURES OF A PRODUCT
1.10 -EMPHASISE THE FUNCTIONS/FEATURES/BENEFITS OF A PRODUCT
APPROPRIATE TO THE NEEDS OF A PARTICULAR CONSUMER.
1.11 - CONSTRUCT AN OFFER FOR A PRODUCT
1.12- IDENTIFY VARIOUS CATEGORIES OF OBJECTIONS [ i.e execuses ]
1.13- INENTIFY APPROPRIATE COUNTERACTION TO VARIOUS TYPES OF OBJECTIONS.
1.14 - OVERCOME OBJECTIONS WHEN DOING WITH PERSONAL SALES
1.15 - INDENTIFY CIRCUMSTANCES WHEN COMPLEMENTARY SALES ARE APPROPRIATE
1.16 -IDENTIFY OPPORTUNITIES FOR TRADING UP
1.17- PRESENT OPTIONS TO CUSTOMERS FOR TRADING UP
1.18- RECOGNISE BUYING SIGNALS AND THE APPROPRIATE MOMENT
TO CLOSE THE SALE.
1.19- EXPLAIN THE VARIOUS TECHNIQUES OF CLOSING A SALE.
1.20 - SELECT AND UTILISE THE APPROPRIATE TECHNIQUES FOR CLOSING
A SALE IN A GIVEN SITUATION.
=============================================
2.CUSTOMER RELATIONS
2.1-MAINTAIN COURTESY THROUGHOUT ALL STAGES OF THE SALE.
2.2-EXPLAIN THE MEANS OF BUILDING CUSTOMER LOYALTY
2.3- EXPLAIN THE ETHICS OF SELLING
2.4-DEAL WITH THE CUSTOMER IN AN ETHICAL MANNER
2.5- OUTLINE THE LEGAL RESPONSIBLITIES OF A RETAILER TOWARDS
HIS CUSTOMERS UNDER THE CURRENT LEGISLATION
2.6-EXPLAIN THE OBLIGATION OF THE SALESPERSON TO HIS/HER EMPLOYER.
2.7-DEAL EFFECTIVELY WITH THE CUSTOMER COMPLAINTS IN ACCORDANCE
WITH THE COMPANY POLICY.
2.8- IMPLEMENTING THE RANGE OF CUSTOMER SERVICES
*GOOD RETURNS POLICY
*DELIVERY
*CASH AND CARRY
*AFTER SALES SERVICE
2.9- IDENTIFY THE CUSTOMER SERVICE PROVIDED BY THE RETAILER
OVER AND ABOVE THE LEGAL OBLIGATION.
2.10 - EXPLAIN HOW TO DEAL WITH EMERGENCY PROCEDURES IN
A RETAIL OUTLET.
======================================
3. HANDLING PAYMENTS.
3.1-USE A CASH REGISTER COMPETENTLY [ INCLUDING THE USE OF BARCODES]
3.2-USE THE CORRECT PROCEDURES WHEN HANDLING CASH TRANSACTIONS.
3.3-DEAL WITH THE FOLLOWING PROCEDURES WHEN HANDLING CASH
*REFUNDS
*VOIDS
*VOUCHERS
*FLOATS
*CREDIT NOTES
3.4-FOLLOW THE CORRECT PROCEDURES FOR VALIDATING CHEQUES.
3.5-USE THE CORRECT PROCEDURES FOR CREDIT CARD TRANSATIONS
3.6-DEMONSTRATE SECURE PROCEDURES WHEN HANDLING PAYMENTS.
=========================================
THE ASSESSMENT IS CARRIED OUT ON TWO ASPECTS.
1.SKILL DEMONSTRATION.
THE CANDIDATES WILL BE OBSERVED CARRYING OUT AT LEAST
6 PRACTICAL SKILLS :
3 FROM THE ''PERSONAL SELLING TECHNIQUES''.
2 FROM THE ''CUSTOMER RELATIONS SKILLS''
1 FROM THE ''HANDLING PAYMENTS''.
EACH SKILL CARRIES 10 MARKS [MAXIMUM]
=============================================
2.ASSIGNMENTS. [ A AND B]
ASSIGNMENT A.
THE BRIEF FOR THE FIRST ASSIGNMENT WILL REQUIRE THE
CANDIDATES TO INVESTIGATE PERSONAL SELLING TECHNIQUES
IN THE CONTEXT OF RETAIL ORGANISATION.
THE EVIDENCE WILL INCLUDE REFERENCE TO THE FOLLOWING:
1.THE SELLING CONTEXT.
2.FEATURES OF PERSONAL SERVICE
3.TECHNIQUES FOR OPENING A SALE.
4.COMPLEMENTARY SALES
5.TECHNIQUES FOR CLOSING A SALE.
ASSIGNMENT B.
THE BRIEF FOR THE SECOND ASSIGNMENT WILL REQUIRE
CANDIDATES TO INVESTIGATE CUSTOMER RELATIONS IN
THE CONTEXT OF RETAIL ORGANIZATION.
THE EVIDENCE WILL INCLUDE REFERENCE TO A RANGE
OF THE FOLLOWING:
1.CUSTOMER SERVICE POLICY.
2.LEGAL RESPONSIBILITIES.
3.DELIVERY POLICY.
4.RETURNS POLICY
5.AFTER SALES SERVICE
6.HANDLING PAYMENTS
7.CUSTOMER COMPLAINT PROCEDURES.
THE ASSIGNMENT COULD BE PRESENTED IN A VARIETY
OF WAYS --written/ audio/visual etc.
==================================================
ASSESSMENT CRITERIA
SKILLS DEMONSTRATION
*understanding of process clearly demonstrated in each task.
*each task planned,organized and executed effectively and efficiently
3 FROM THE ''PERSONAL SELLING TECHNIQUES''.---------3x10 =30 marks
2 FROM THE ''CUSTOMER RELATIONS SKILLS''--------------2x10=20 marks
1 FROM THE ''HANDLING PAYMENTS''.---------------------------1x10=10 marks
EACH SKILL CARRIES 10 MARKS [MAXIMUM]
SUB --TOTAL -----------------------------------SKILLS DEMONSTRATION----60 MARKS.
===============================================
ASSIGNMENT A
*relevant information appropriately presented.......................................5 marks
*comprehensive evaluation of the personal selling techniques
used in retail organisations completed...................................................10 marks
*appropriate conclusion drawn / or recommendation made.....................5 marks
TOTAL..................................................................................................20 MARKS
ASSIGNMENT B
*relevant information appropriately presented.......................................5 marks
*comprehensive evaluation of the personal selling techniques
used in retail organisations completed...................................................10 marks
*appropriate conclusion drawn / or recommendation made.....................5 marks
TOTAL..................................................................................................20 MARKS
SUB --TOTAL -----------------------------------ASSIGNMENT ....................40 MARKS.
=============================================================
TOTAL MARKS......................................................................................100 MARKS
==========================================================
what are the charecteristics of a Retail Customer and what are the factors that affect his decision making process.
1.CHARACTERISTICS
All RETAIL customers have four essential characteristics:
1.They have a particular need.
People have all kinds of needs including basic survival needs (eg., food, shelter, health), rational needs (eg., dependability, durability, economy), and emotional needs (eg., love, sex appeal, status, security, acceptance, and power).
2.They have enough money to buy what you are selling.
Keep in mind that just because someone wants to own something you are selling does not mean they have enough money to buy it.
3.They have decision making power.
The key here is to spend your time wisely. Find the person who has the actual authority to make the choice of buying your product or service.
4.They need to have easy access to your product or service.
Accessibility is important. For example, if you wish to sell baked goods to people in your neighborhood, you must either take your goods directly to your customers or have a small shop where they can come to you.
5. Are Customer Oriented
6. Are Service Oriented
7.Seek Quality of Merchandise
8. Seek Choice of Merchandise
9.Are under Time Pressure
10. Are Relationship Proneness
11.Are Price Consciousness
12. Have Perceived Value
-----------------------------------------------------
2.FACTORS AFFECTING BUYING DECISION
*Shop at the local small stores-regular products
*Shop at non-local stores - irregular products
*Shop online
**Store Environments
*Store cleanliness
*User friendly location of merchandise
*Public restrooms close to store
*Wide shopping aisles
*Attractive product displays
*Parking within two blocks of store
*Parking directly in front or behind store
*The local store's support for local community
events
*The local store's financial or technical assistance to
community organizations or schools
*The local small store's position on local
government issues
*Satisfaction guaranteed concerning product returns
*Effective handling of customer complaints
*Knowledgeable sales associates
*Speedy check out procedures
*Extended hours of operation
*Taking special orders
As a good salesperson, you must learn to suggest additional
merchandise to the customer and in an appropriate situation,
encourage them to buy better quality merchandise.
WHAT IS SUGGESTION selling?
Suggestion selling is the selling
technique through which you will give
the customer a buying idea that leads
to the purchase of additional items.
It is commonly identified with
selling additional merchandise
to the customer.
It is usually related, very
closely, to an idea expressed by
the customer.
Suggestion selling increases
sales.
The customer benefits from the
suggestion selling.
TYPES OF SUGGESTION selling
There are various types of
selling that you can use; each one
designed to sell additional
merchandise. You have to choose the
kind of suggestion that is applicable
to the sales situation.
RELATED MERCHANDISE
Items that can be used with the
article the customer has just bought
are called Related Merchandise.
original Item//Suggested Item
Shirt//Tie
Dress//Belt/scarf
Paint//Brush
Shoes//Shoe Polish
LARGER QUANTITIES
Suggestion of a larger quantity of
some items, can benefit the customers
‑ by way of economy and convenience.
NEW STOCK
Most customers appreciate it when you
tell them that new stocks have been
received by the store eg, Manchester.
NEW PRODUCTS
Customers are always interested in
hearing about the arrival of new
products eg, new summer dresses.
SPECIALs
As a good salesperson, you must
always suggest to the customers any
“special" sales.
SPECIAL OCCASION
As an alert salesperson, you should
make appropriate suggestions for
gifts for special occasions and when
possible remind the customers of
coming events eg Christmas Day,
Valentine's Day, Easter.
WHEN TO USE SUGGESTION selling
Satisfy the customer's original
before you suggest additional
items.
Usually, the best time to
suggest additional items is just
before the purchase is wrapped
and paid for, while the customer
is still in a buying mood.
HOW TO HANDLE SUGGESTION SELLING
To avoid any resentment on the
Part of the customers, follow
these three rules:
Explain the reason for the
suggestion before making
the suggestion itself.
Suggest a specific item, to
fit in with your customer's
buying situation.
Show and demonstrate the
item. Often the
merchandise will speak for
itself.
#################################################
4.SELLING SKILL/ TRAINING EVALUATION
Level 3 Evaluation - Transfer
Evaluations at this level attempt to answer the question of whether the
training has been transferred back to the job. This evaluation is typically
performed three to six months after training. The evaluator would ask
questions such as "Are the newly acquired knowledge, skills or attitude being
used in the environment of the learner"? This evaluation represents the
truest assessment of a program's effectiveness but is costly. It is often
impossible to predict when changes in behavior will occur. Careful planning
decisions are needed for this level of evaluation in terms of when to
evaluate, how to evaluate and how often to evaluate.
Evaluation questions for the SUPERVISOR / MANAGER
• Did the trainees put their learning into effect when back on the job?
• Were the relevant skills and knowledge used
• Was there noticeable and measurable change in the activity and
performance of the trainees when back in their roles?
• Was the change in behavior and new level of knowledge sustained?
• Would the trainee be able to transfer their learning to another person?
• Is the trainee aware of their change in behavior, knowledge, skill
level?
• Did the representative open each telephone customer dialog using his
or her name and department?
• Was the representative able to describe to you and categorize the
customer's objections as either misinformation or valid?
• Did the representative use the appropriate model answer in response
to each objection?
======================================
========================== ==========================
QUESTIONNAIRE FOR THE SUPERVISOR / MANAGER
TO CONDUCT THE LEVEL 3 POST TRAINING REVIEW.
FOR EACH OBSERVATION, RATE THE OBSERVATION
10 =outstanding performance of knowledge/ skills.
8 = very good performance of knowledge / skills.
6 = good performance of knowledge / skills.
4= average performance of knowledge / skills.
below 4 = poor performance of knowledge / skills.
[ for scores of 6, 4 , & below, list the areas that needs improvement]
============================================
HOW DID THE EMPLOYEE PERFORM IN THE FOLLOWING:
1.did he/she distinguish between the three selling situations (i.e. self-service,
self selection and full personal service)
2.did he/she identify the features of full personal service.
3.did he/she greet the customers in an appropriate manner.
4.did he/she recognise circumstances where customers should be
allowed to browse.
5. did he/she use the active listening skills to identify specific customer needs
6.did he/she identify the various means of opening a sale.
7. did he/she select the appropriate method of opening a sale based on active
listening to the consumer.
8. did he/she demonstrate the thorough product knowledge when selling i.e.
· benefits in use
· functions
· materials
· origins
· features
9. did he/she demonstrate the features of a product.
10.did he/she emphasis the functions/features/benefits of a product
appropriate to the needs of a particular consumer (through
information gained by active listening)
11.did he/she identify the various categories of objections (e.g. excuses)
identify appropriate counteraction to various types of objections
12. did he/she overcome the objections when dealing with personal sales
13.did he/she identify circumstances where complementary sales are
appropriate
14.did he/she present options to customers for trading up
15.did he/she recognise buying signals and the appropriate moment to close a
sale
16.did he/she select and utilise the appropriate technique for closing a sale in
a given situation.
17.did he/she maintain courtesy throughout all stages of the sale
18. did he/she deal with customers in an ethical manner
19.did he/she implement the range of customer services e.g.
· returns policy
· delivery
· cash and carry
· after sales service
20.did he/she use a cash register competently (including use of Bar Codes)
-use the correct procedures when handling cash transactions
-deal with the following procedures when handling cash:
· refunds
· voids
· vouchers
· floats
· credit notes
*follow the correct procedures for validating cheques
*use the correct procedures for credit card transactions
*demonstrate secure procedures when handling payments.
Q1. A US MNC is the process of establishing a fast food chain in India. The company plans to send its tweny US managers for familiarization trip to New Delhi. Design a two day training program for theses managers about indian lifestyle, culture and the indian fast food market. What training methods and design you will use in the training program.
THE TWO DAYS COURSE AND
THE SUBJECTS COULD COVER,
1.THE CROSS-CULTURAL ISSUES .
For our purposes let's define culture as the way
in which each of us is programmed to behave
in the environment.
Cultures are like icebergs; some features are
apparent to anyone not in a fog, while others are deeply hidden. Above-the-surface features include
overt behaviors: how people -
dress
eat
walk
talk
relate to one another
conduct themselves during public ceremonies such as weddings or funerals.
Also included are such things as social distance.
Other aspects are so far below the surface that they are hard to recognize. We may see evidence of these aspects, but we usually can't pinpoint them precisely and usually don't have a clue where they came from.
They are hard to define even for our own culture because we take them in with our mother's language.
This might include such things as:
how we encode and retrieve information
What is justice?
Music?
Proper parenting?
Beauty or ugliness?
What meaning is attached to "teaching" stories?
What does being well educated mean?
What constitutes status?
OTHER ISSUES INCLUDE
-DIFFERENT ASSUMPTIONS
-USE OF LANGUAGE
-INAPPROPRIATE DELIVERY MEDIUM
-CULTURAL SPECIFICITY
2..Communication
Miscommunication across cultural lines is usually the most important cause of cross-cultural problems in multinational cos.. Miscommunication can have several sources, including:
• differences in body language or gestures. The same gesture can have different meanings in different parts of the world. For example, Bulgarians shake their heads up and down to mean no. In addition, the way people count on their fingers is not universal: The Chinese count from one to ten on one hand, and eight is displayed by extending the thumb and the finger next to it. The same gesture is interpreted as meaning two in France and as pointing a gun in North America.
• different meanings for the same word. Like gestures, words can have different meanings or connotations in different parts of the world. The French word "char" means Army tank in France and car in Quebec. The word "exciting" has different connotations in British English and in North American English. While North American executives talk about "exciting challenges" repeatedly, British executives use this word to describe only children’s activities (children do exciting things in England, not executives).
• different assumptions made in the same situation. The same event can be interpreted many different ways depending on where one comes from. For example, although the sight of a black cat is considered a lucky event in Britain, it is considered unlucky in many other countries. Dragons are viewed positively in China, but negatively in Europe and North America.
These examples illustrate dissimilarities between cultures that are both large and simple in the sense that they focus on a single cultural aspect that keeps the same meaning regardless of context. As a result, such variations in communication will often be identified on the spot. By contrast, subtle or complex differences are often identified much later in the communication process, when corrective action requires considerable effort and money. Sometimes, this realization takes place so late that there is not enough time to address it, resulting in a missed deadline.
In extreme cases, miscommunication can lead to casualties. For example, a few years ago, a plane crash in the northeastern United States was caused--at least in part--by miscommunication between the pilot and air traffic controller. The plane was running short on fuel. But somehow the pilot did not manage to communicate the urgency of the situation to the air traffic controller, who put the plane on a holding pattern because of airport congestion. The plane then crashed when it ran out of fuel.
3.Approaches to Problem Solving
The approaches used by engineers of different cultural backgrounds to tackle the same technical problem are likely to differ widely. The type of approach used to solve engineering problems is often a reflection of what is emphasized in educational curricula leading to engineering degrees in various countries. In France and Greece, for example, engineers tend to emphasize theoretical or mathematical approaches over experimental or numerical ones. Other countries, such as Canada and the United States, tend to favor experimental or numerical approaches.
Although there is no absolute "right way" to approach technical problems, issues are likely to arise when engineers with different inclinations work together to solve them.
On a practical basis, the approaches used by engineers in different countries can also depend on the types of resources available. For example, high labour costs and the availability of skilled workers make process automation and the use of heavy equipment valuable in developed countries, while using large numbers of unskilled workers may be a preferred approach in some developing countries.
4.Cross-cultural Differences & Engineering Firms
Cross-cultural issues also arise at the organizational level, because companies in different countries organize their daily business differently. Some of the most noticeable differences include the:
• relative hierarchy of departments. The relative power of the various departments within a corporation is often a function of the country where the corporation has its headquarters. For example, the manufacturing departments of German-based companies have influence over their marketing and sales counterparts that many Canadian and American manufacturing departments can only dream of. German manufacturing departments are often able to limit the number of products offered to a few options, thereby optimizing production and improving the quality of the products offered. By contrast, Canadian and American manufacturing departments tend to follow the lead of marketing and sales departments, which tend to favour a larger number of product options since this increases the probability of attracting a broader group of customers.
These differences in the way products are manufactured and marketed create the need for different approaches to selling products and services. The same type of argument cannot be used to win customers in North America and Germany – whether through sales presentations or general marketing efforts. While North American customers look for flexibility and response speed in the products and services they purchase, German customers want durability, reliability, and quality.
• way information is shared and distributed. The way information moves within a company varies significantly from country to country. For example, in Germany, the flow of information tends to be fairly compartmentalized. Information flows within departments along hierarchical lines, and does not flow easily within a given hierarchical level or from department to department. In addition, Germans tend to share information with only those people they believe need to know the information. In Canadian companies, information tends to move within departments and to cross departmental boundaries more freely. It also tends to flow along the lines of communication networks used by individual employees.
As a result, when working with German engineers as suppliers, partners or customers, Canadian engineers are likely to receive less information than they would generally expect. A Canadian engineer supplying products or services to a German company may not receive all of the information he or she believes is necessary to fulfill orders or complete projects on time, resulting in either missed deadlines or incomplete orders.
• hiring process. Cross-cultural differences are fairly significant in this area. For example, people interviewed for positions in France will be asked personal questions that are considered illegal in Canada, such as their age, marital status and number of children, while German interviewers routinely ask candidates for the profession of their parents.
More importantly, there are significant differences in the types of skills that companies in different countries look for in candidates. In France, for example, large corporations expect their engineers to work for them throughout much of their careers. They therefore tend to hire graduate engineers who appear to have long-term potential and create jobs for these engineers. As a result, large French companies tend to emphasize specific technical knowledge less and soft skills more than Canadian ones.
4.HOW TO MANAGE CROSS CULTURAL ISSUES
• Clarify: When in doubt, ask; if not, ask anyway. It’s important to ensure that your foreign colleagues have understood everything you meant to say and nothing else. Ask them to feed you back what you have told them in their own words. This will help you discover and address any major misunderstandings.
• Get into the details: Although it’s often tempting to agree on general principles and leave details to further discussions for brevity’s sake, this can create major problems at later stages. Indeed, an agreement on general principles may turn out to be empty, if it is not tested through negotiation on the finer details.
• Summarize: The time taken to summarize the decisions made during a meeting and to issue minutes to all participants is often a good investment. It helps to prevent future challenges of decisions reached at meetings and to ensure that action items agreed to at meetings are actually implemented.
• Simplify: Use simple words that are easily understood and be consistent. Using synonyms can confuse your non-Canadian counterparts unnecessarily, particularly if they are not native English speakers. For similar reasons, technical jargon should be avoided where possible and explained clearly when it must be used.
*BUILDING A SHARED CULTURE
*CONCENSUS AGREEMENT ON IMPORTANT MATTERS
*BUILDING AN UNDERSTANDING CLIMATE
*IDENTIFY / USE THE RICH POINTS IN EACH CULTURE.
*CONCENTRATE ON THE THINGS YOU KNOW.
*UNDERSTANDING VARIOUS RELIGIOUS PRACTICES
*UNDERSTANDING VARIOUS FOOD PRACTICES
*UNDERSTANDING VARIOUS DRESS PRACTICES
*SHOWING PATIENCE ALWAYS
*SHOWING GOOD MANNER ALWAYS
*SHOWING SENSE OF HUMOR ALWAYS
*SHOWING TOLERANCE ALWAYS
*SHOWING RESPECT ALWAYS
ETC ETC
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What Cultural Awareness Courses
All our courses are designed specifically for each individual client. Examples of our intercultural courses and their target participants including
Objectives: Preparation for living and working in a new country, preventing culture shock, adjusting to a new work culture, creating comfort, satisfaction and easing the transition
Examples of subjects: Social customs, rules and taboos, verbal and non-verbal communication, business management structures, decision-making techniques, business etiquette and protocol
Objectives: Development of dynamic intercultural communication skills and cultural competence to enhance relationships and business operations
Examples of subjects Communication, negotiation, presentation skills, team building, post merger integration, phone/email etiquette
Objectives: Creating awareness of different cultural and individual styles to maximise business operations at home and abroad
Examples of subjects: Culture and how it affects business conduct, individual behavioural style assessment within cultural context, evaluation of nature of work, communication and motivational issues.
5. Fact: Today's manager increasingly has to work in international and cross cultural environments.
In addition to the normal pressures of man-management, managers are now required to deal with challenges, friction and misunderstandings emanating from cross cultural differences. Effective management in the modern environment necessitates cross cultural competency in order to get the best out of a multicultural team.
Management Coaching
management courses are designed to give support and guidance to managers by:
• Offering an insight and understanding of how cross cultural and intercultural issues manifest in the workplace.
• Coaching on skills such as communication, time management, assertiveness and conflict resolution.
• Developing skills and approaches to deal with cross cultural and intercultural issues.
• Providing guidance on how to levarage cultural differences and maximise the potential of a multicultural team.
courses are tailored to help you maximise your management potential.
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THE TWO COURSE WOULD INCLUDE
-classroom session.
-support videos.
-smart workshops
-open forums --questions/ answers.
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THIS SHOULD BE FOLLOWED BY
-take a tour of city's fast foods/ restaurants.
-visit selected homes in small groups.
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EACH PARTICIPANT SHOULD RECEIVE A
COPY OF
