Intercultural Communication Training: A Sector Study 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 1
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Intercultural Communication Training: A Sector Study
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Intercultural Communication Training: A Sector Study
JoAnne Stein(INST 400)
Table of Contents
Overview 2What is Intercultural Communication? 2What is Training? 2History of Intercultural Communication Training 3Components of Intercultural Communication Training 6Why Training? 10
Types of Training 11Contexts 18Goals of Training 20Overview of the Field 23Breaking into the Field 27
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 administrator to counselor to negotiator” (Careers in Human Resources).
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,
cannot be stressed enough.
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.
This list can be found in Appendix B.
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2. Personal Traits
Certain personal traits can lend credibility to intercultural trainers and help them
to be effective.
In general, effective trainers need to possess attributes such as a “sense of
humility, sense of humor, empathy, enthusiasm, commitment to excellence, energy,
charisma, ability to inspire learning, interpersonal warmth and approachability, patience
[and] sense of accountability for results” (Kohls, 1995 & Wederspahn, 2000).
Traits specific to intercultural trainers are attributes such as an “openness to,
interest in, and enjoyment of cross-cultural experiences and people, sensitivity to cultural
differences, cultural self-awareness, tolerance of ambiguity, and tolerance of differences,
openness to new experiences and to people who are different” and respect for cultural
differences (Kohls, 1995 & Wederspahn, 2000).
Other characteristics outlined by Biech (2005) include being both “assertive and
influencing, both logical and creative, confident and poised, customer-focused, flexible
and spontaneous, impartial and objective, self-sufficient, process-oriented, solution and
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).
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
audience participation” (Careers in Corporate Training).
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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
to a trainer’s credibility and reputation.
Other aspects of the job regarding day-to-day duties need to be considered. A list
of questions for self-evaluation is listed in Appendix C.
Finding A Job
One suggestion on how to get hired as a trainer are to “write to training
managers” or “call vice presidents, supervisors, and department managers whose
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
materials so they can be faxed or e-mailed if there is immediate interest.”
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In addition it is important to know who to contact when attempting to sell one’s
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
on investment it can generate” (Wederspahn, 2000).
Jobs as trainers can be with for profit companies, non-profit or government
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
globe” (Careers in Corporate Training, 2004). Nonetheless, it is advised that recent
graduates not be “too choosy about where [their] first job takes [them]” (Careers in
Corporate Training, 2004).
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
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
skills” (Bly, 2001).
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Others who may hire trainers are “line managers, typically at the vice president or
department head level, in charge of departments or functional areas” (Bly, 2001). It is
these people who are the “end users of training: the managers who will send their staff
members through your program” (Bly, 2001).
However, a “training professional buys only if training has been identified as
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
professionals who are merely purchasers” (Bly, 2001).
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
potential clients when you pitch your speaking services.”
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
hire you over speakers who do not specialize in an industry.”
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
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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.
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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,
location, and firm size.”
The Bureau of Labor Statistics (2007) goes on to outline May 2006 earnings of
“training and development managers,” listing them as follows:
Median annual income: $80,250
Middle 50%: Between $58,770 and $107,450
Lowest 10%: Less than $43,530
Highest 10%: More than $141,140
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The Bureau of Labor Statistics (2007) also differentiates between training and
development managers; human resources managers; employment, recruitment, and
placement specialists; compensation, benefits, and job analysis specialists; and training
and development specialists as jobs all falling under the same category.
The May 2006 earnings of “training and development specialists” were:
Median annual income: $47,830
Middle 50%: Between $35,980 and $63,200
Lowest 10%: Less than $27,450
Highest 10%: More than $80,630 (Bureau of Labor Statistics, 2007)
However, The Bureau of Labor Statistics does not indicate the differences
between “training and development managers” and “training and development
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
underpaid” (Gordon et al., 1997).
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
“$120,00 per year” (Careers in Corporate Training, 2004).
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
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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
Human Resources, 2004).
Such figures indicate the lack of information specific to the field of intercultural
training regarding earnings. According to Wederspahn (2000), “teaching a skill often
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
trainer in the broader sense.
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Appendix A
Competencies in the Training and Development Model (ASTD, Washington, D.C.)1. Adult Learning Understanding: Knowing how adults acquire and use knowledge,
skills, attitudes. Understanding individual differences in learning.2. Audio-Visual Skill: Selecting and using audio-visual hardware and software.3. Career Development Knowledge: Understanding the personal and organizational
issues and practices relevant to individual careers.4. Competency Identification Skill: Identifying the knowledge and skill
requirements of jobs, tasks, roles.5. Computer Competence: Understanding and being able to use computers.6. Cost-Benefit Analysis Skill: Assessing alternatives in terms of their financial,
psychological and strategic advantages and disadvantages.7. Counseling Skill: Helping individuals recognize and understand personal needs,
values, problems, alternative goals.8. Data Reduction Skill: Scanning, synthesizing and drawing conclusion from data.9. Delegation Skill: Assigning task responsibility and authority to others10. Facilities Skill: Planning and coordinating logistics in an efficient and cost-
effective manner.11. Feedback Skill: Communicating opinion, observations and conclusions so that
they are understood.12. Futuring Skill: Projecting trends and visualizing possible and probable futures and
their implications.13. Group Process Skill: Influencing groups to both accomplish tasks and fulfill the
needs of their members.14. Industry Understanding: Knowing the key concepts and variables that define an
industry or sector (e.g., critical issues, economic vulnerabilities, measurements, distribution channels, inputs, outputs, information sources).
15. Intellectual Versatility: Recognizing, exploring and using a broad range of ideas and practices. Thinking logically and creatively without undue influence from personal biases.
16. Library Skills: Gathering information from printed and other recorded sources. Identifying and using information specialists and reference services and aids.
17. Model Building Skill: Developing theoretical and practical frameworks which describe complex ideas in understandable, usable ways.
18. Negotiation Skill: Securing win-win agreements while successfully representing a special interest in a decision situation.
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.
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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).
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Appendix B
DO YOU HAVE WHAT IT TAKES?Although training may seem like a glamorous profession to an observer, like any
other profession, it has its hidden challenges. Having the skills to be a trainer is only one prerequisite. A much more difficult requirement for a successful trainer is to have strong mental and emotional composure. Training is a demanding profession. It requires constant energy output. If you tire quickly, become discouraged easily, or become frustrated if things do not go according to plan, training may not be for you. Here are some aspects to consider about training.
Are you willing to work longer than an 8-hour day?Are you willing to stay later than your official “ending” time?Can you stand on your feet all day?Even if you can literally stand on your feet all day, can you figuratively stand on your feet all day?Can you perform even when you feel lousy?Are you prepared to constantly give of yourself without expecting to receive anything in return?Can you be the perfect role model all the time?Can you cope with constant logistics problems?Can you be a big lug?Are you prepared to encourage your participants even when there is a lack of management commitment?Can you deliver hard feedback?Are you able to process failure, identify solutions, and make improvements?
Source: Biech, E. (2005). Training for Dummies. Hoboken, NJ: Wiley (pages 21-23).
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Works Cited
ASTD. (2007). CPLP fast facts. Retrieved March 2, 2007, from ASTD Web site: