Being the daughter of a school teacher and a university professor, teaching runs in my blood. However, I was not fully aware of that interest until volunteering to work with marginalized Colombians. That’s when I realized my deep passion for helping and teaching others.
A few years into my career, I was asked to design a training program for a Colombian company that represented two global, well-known, premium German brands. While attending a train-the-trainer program in Germany, I became hooked on this profession. Learning organization skills, punctuality, and how to strictly follow a content plan made sense to me. Other training programs in the United States taught me to be more creative, take more risks, and explore new training methodologies and tools. The big challenge was applying all this knowledge in a Latin environment, where there is so much improvisation, movement, and color. I began to fuse German, U.S., and Latin styles together to create viable and attractive training courses based on adult learning principles.
Becoming a freelance trainer and consultant finally gave me the opportunity to discover Latin America, as I had hoped it would. I have trained in eight countries and worked with participants from Mexico to Argentina. Every day brings new experiences with using technical jargon and relevant evidence while interacting with various audiences from the operational level to the CEO. Even though I speak the same Spanish as the participants, occasionally I feel tongue-tied and sense the need to adapt behaviors and adjust idioms to match the country and skill level of participants.
Training is about passionately developing others. Trainers must be like chameleons, with the ability to adapt to new situations and participants, always keeping in mind that what is important in a classroom are the trainees and not the trainer. This chapter is about how to adapt to all the vibrant colors and experiences of Latin American classes.
People and Culture: Get to Know Your Audience
Latin America, so-named for the speaking of languages derived from Latin, comprises a variety of countries and territories across the Americas and the Caribbean. The countries and territories primarily speak Spanish. Brazil is the only country where Portuguese is the official language.
Latinos are recognized, for the most part, by their openness, happiness, colorful personality, and hospitality. Visitors and tourists are welcomed warmly and made to feel at home. Expect a smile and a kiss on the cheek, and hugs are customary even among strangers. Contrary to customs in Saudi Arabia—where it is common for men to kiss each other on the cheek as a greeting—many Latin American men do not kiss each other, but Argentinians do. Women usually greet with a kiss, and it is customary for a man and a woman to greet with a kiss on the cheek.
Even though Spanish-speaking countries share the same language, each one has its own expressions, grammar, pronunciations, and even swear words! It is not always easy to understand the different Spanish dialects, so it might be better to facilitate the program in English. However, note that Latin American people can be quite literal when not familiar with another country’s expressions. For example, in English, “piece of cake” is a way to say that something is easy to do. However, if they do not know the meaning of this English expression, trainees will be confused if you talk about cake in the middle of training. Before using an expression, be sure they know it or explain it.
Each Latin American country has diverse temperatures, altitudes, and climates. Meridian countries like Colombia, Ecuador, Panama, and Nicaragua have warm seasons. The Southern Cone countries of Argentina, Brazil, Chile, Paraguay, and Uruguay have four seasons. Remember: When it is summer in the United States or Mexico, it will be winter in Argentina or Chile.
Consider altitude; there are low-elevation cities like San Jose and San Salvador and high-elevation cities like Bogotá, La Paz, and Quito. The higher the altitude, the more time needed to adjust. Expect to feel altitude sickness, like a headache and dizziness. Donna Steffey, the editor of this book, learned the hard way when she came to Quito, Ecuador, to facilitate a train-the-trainer class. Fortunately, she arrived early and did not schedule a training session for the next day. She said, “It felt a little like jet lag, but more light-headedness.” One of the remedies is to drink lots of water and eat light meals with carbohydrates.
Basílica del Voto Nacional in downtown Quito. Drink lots of water and eat light, high-carb meals to prevent altitude sickness in cities like Quito.
When we talk about Latin America, many people think we share one culture. The reality is that many distinct cultures and subcultures exist. Here are a few of the cultural differences to be aware of:
• Different countries handle scheduling workshops differently because not all countries work the same hours. For example, training in Argentina and Mexico usually begins at 9:30 a.m., with lunch at 2:30 p.m., and ends at 6 p.m. However, in Colombia and El Salvador, training begins at 8 a.m., with lunch at 1 p.m., and ends at 5 p.m. In smaller cities, 90 minutes for lunch is common, because people usually go home for lunch and then return to work.
• Participants’ formality level will differ in the way they dress and talk to one another. Argentinian, Uruguayan, Colombian, and Chilean people tend to be more formal than people from Central American countries like Panama, Guatemala, and Costa Rica. Inside each country, there are subcultures to take into account. For example, in Argentina, people in Mendoza are more informal than people in Buenos Aires.
• Audience style will vary with the weather. In warm cities, dress in linen and wear light colors. In colder cities, use dark colors and warmer material like wool. For company managers, suits are expected for men, and women wear formal dresses and pants. For factory workers, attire is usually pants and comfortable shoes.
Getting Started: Conduct a Needs Assessment
Many Latin countries now value training as a means to increase productivity, and have allocated budgets accordingly. Keep in mind, however, that external political, economic, or social situations can affect the company. In that case, the first budget protection mechanism is to avoid hiring external facilitators.
Before delivering training, it is important to understand the organization’s needs, while respecting company privacy restrictions. Note that the training needs assessment discussion requires assertiveness. The more assertive the talent development professional is, the more the information will be useful, and the better the connections are with the client. Here are some additional tips for conducting a needs assessment:
• Don’t assume anything. Listen carefully to what the client says. Be careful to clarify ideas because words have multiple meanings. When I interviewed the operational area head of one of the biggest airlines in Latin America, he said he needed a train-the-trainer course for the professional level. When I asked, “What does professional level mean?” he answered, “Basic level.” In some companies, a professional is the basic level, while in others it refers to middle management or even senior executives.
• Talk to everyone. Interviewing direct supervisors is most helpful. Conducting a focus group with future trainees, using work observations, or administering a pre-test will help determine the business reality. However, Latin countries are not completely open to external consulting companies, because they are uncomfortable with outsiders telling them what to do. They would prefer to assess the organizational climate themselves through surveys or through performance evaluation using 360-degree tools.
• Customize solutions. Latin American companies prefer to see a formal proposal that resolves fundamental questions. Consider including in the plan:
a course overview, business drivers, and objectives
content and activities, including a brief description of outcomes from activities
what they’ll be able to do at the end of the session
what material and handouts trainees will keep
time, budget, and payment terms.
Clients can then ask questions. Prepare to defend the proposal and explain how training will be customized to their needs.
Itineraries: Plan the Learning Journey
Latin Americans have a tremendous capacity to improvise when things go wrong. If there is an obstacle, they usually can figure out suitable solutions. However, a good plan for learning is still essential because Latin American companies, influenced by multinational corporations and the need to be globally competitive, are becoming more organized and professional in the talent development field. Following are best practices for a successful learning experience:
• More and more Latin Americans are well informed and prepared. Companies have done a great job exposing staff to a variety of training topics, and for that reason, participants will seldom be at level zero. Do not start from the basics; give a little context and continue with relevant and useful information for attendees.
• Asynchronous learning is not well accepted yet across the region, even if it’s a good way to lower costs. Latin people prefer physical contact to virtual platforms. If you design a blended learning approach and include an online component, give participants alternatives to reach the goal without the use of asynchronous online tools.
• Prepare activities, examples, and supporting evidence relatable to the trainees’ industry and daily reality. Latin American participants do not like to do homework. Favorite activities are case studies, business simulations of realistic situations versus theoretical ones, or participating in a game with an in-depth debrief.
• After each activity, debrief using the heart, mind, in situ process. The process begins by asking questions that address attendees’ feelings (heart): How did you feel doing the exercise? Continue by asking questions about the information they received (mind): What did you learn about this content? Finally, ask a question to close the gap between the classroom and real life (in situ): How will you apply this information in your role or workplace?
• In general, Latin American people are expressive, using body language including touch. Take advantage of kinesthetic elements to help participants cement the memory long term.
• When preparing trainees’ print materials, consider a combination of 60 percent text (information, examples, appendices), 30 percent images, and 10 percent white space (to write content notes, resolve exercises, and highlight key information).
• Format handouts so that people can use them back on the job. For example, during a project management program in Argentina, Chile, Peru, Colombia, and Mexico, trainers gave out a pocket-sized, laminated job aid that highlighted the key points of the training course. Design job aids and summary tools that give participants easy access to information.
Packing List: Logistics, Technology, and Resources
In Latin American countries, projectors are called video beams. Screens, tables, chairs, markers, masking tape, colored paper, whiteboards, and flipcharts are easy to find.
• Flipcharts. Like many things in Latin America, flipcharts come in different sizes and styles, and trainers need to be aware of the differences. For example, some do not have a place to put the markers. If more than three flipcharts are needed, for economic reasons, there might be some difficulties in getting them, especially in Chile, Colombia, Peru, and Ecuador. The on-site logistics team might not always speak English and will not understand what you mean by flipchart. It is best to bring a picture of what is needed, because there are many different Spanish names for flipcharts. For example, they’re called foam boards in Mexico, papelógrafo in Argentina and Colombia, and pizarra acrílico in Uruguay and Paraguay.
• Extension cords. In Latin American countries, computers, laptops, and projectors use the U.S. plug, but cell phones and tablets use the two-hole connection. Three years ago, while setting up a classroom for training in Chile, I noticed the plug connection was far away from where the projector needed to be. When I asked for an extension cord, the logistics team said that all the room supplies in the hotel were in use due to a significant event in the main room. The only available extension cord had two holes, not three (U.S. format). This problem could have resulted in no projection, but fortunately, the manager found someone in an office who brought an extension cord. Lesson: Always carry a five-meter (16.5-foot) U.S.-format extension cord.
• Tables. Different styles of tables are in use in various facilities, so take that into consideration when preparing activities. While training in Mexico a few years ago, the tables were attached to the floor. The topic was assertive communication, and the training plan included rearranging the seating three times in eight hours. After discovering that the tables did not move, it was important to remain calm and utilize my Latin capacity to improvise when things go wrong. Hanging a few posters around the room with labels like hallway, lunchroom, and coffee station allowed participants to gather in those areas for role-playing conversations rather than remaining seated.
Customs: Body Language Dos and Don’ts
Body language for Latin America is crucial. The next few tips will help non-Latino trainers fit better with the culture.
• Move around. Latin American people like passionate, engaging people. Use your hands to express an idea, and move your body to represent something you want others to feel or imagine. Walk to invigorate speech, and use facial expressions to demonstrate amazement, happiness, or sadness. The challenge is to find the correct blend of expressiveness and not overdo it.
• Be careful with pointing. Instructors often say, “Do this, don’t do that, you should, you must.” A bad habit is to use your forefinger to emphasize that point. In Latin America, it is considered extremely ill-mannered to point your index finger directly at people.
• Make eye contact. Maintain steady eye contact with people during a conversation. However, steady does not mean staring. Staring in Latin cultures may indicate that you are trying to challenge or intimidate someone.
• Don’t think that warm means closer. Although Latin Americans are a friendly people, it is still important when first meeting someone to respect their personal space. Remaining at about arm’s length is important. That is why we handshake when we introduce ourselves instead of kissing or hugging. After a period of interactions, if others hug, respond by being friendly. At the end of the training session, it would not be unusual for participants who feel close to the instructor to say goodbye with a kiss and hug.
Climate: Create a Warm Learning Environment
The Latin Americans’ collective spirit shows up in different ways. One way is the importance of personal relationships. They expect to be treated with courtesy and kindness while they work. Constant jokes are not well accepted. People connect through sensations and genuine communication, and prefer to share knowledge rather than keep it for themselves.
Latin Americans like to have fun in class. Here’s some advice to engage learners and receive comments on evaluations like, “We learned so much from you!” or “We want more time with you!”
Plan Ahead
Demonstrate management of the classroom by arriving at least 45 minutes early and using a checklist. Remember to prepare contingency plans in case something fails. Consider additional time for security measures or checking in at the reception desk, and for locating the room. Identify the nearest bathroom, coffee table, and trash can. At the beginning of the course, give participants a heads-up regarding break times. By knowing when they will have a break, they will be able to focus on the lesson.
When I delivered a training course for a well-known soft drink company, I arrived 40 minutes before the start time to set up the classroom. But it took me around 10 minutes to reach the receptionist and be allowed to go upstairs. I then had to rush to organize the materials. What’s more, I needed two flipcharts, but only one was in the room and it was broken. The logistics staff was doing their best to set up the computer with the video beam, but it wasn’t working. When I finally had a few minutes to prepare myself before beginning the course, the bathroom was in another section. What a morning! From that moment on, I decided to get to my classroom 40 minutes early, not the lobby.
Have Fun
Fun is not the enemy. Latin people adore collaborative activities and find more value when these activities connect to theory. Lecturing about theory and having participants stay seated for a long time is likely to cause disengagement. Use simple games like picking a colored ball from a bag to mix up participants for each activity—each group is one color. Alternatively, use a deck of cards, with each card from one suit belonging to the same group. Adding color and a kinesthetic element increases the fun. Instead of handing out the instructions to activities on a piece of paper, tape it under their chairs or tables before they enter the class; when it is time for the activity, let them know where they can find the directions. Play music before class. Some good choices include bachata, reggae, chillout, lounge, and bossa nova. Avoid rap and heavy metal so as not to agitate learners.
Learn Names
The star of the session is the participant, not the trainer. When welcoming learners into class, ask for their name and greet everyone by name. Latin people usually have two names. Always ask which name they want to use. For example, someone named Carlos Antonio may prefer to be called Antonio. Correct their name tag to show respect.
Allow Learners to Share Experiences
If necessary, ask for elaboration to get a better idea of their proficiency level. Participants are not typically shy, but they may not know how much information they should share. Later, when talking about topics, weave in the learner’s experiences.
Listen
When trainees raise their hand to ask a question or share an objection, facilitators need to be aware of their body language. Do not be too rigid. Walk to a position in the room where you can see who is speaking, as well as watch the other participants to gauge reactions. Listen until the end of their statement without interrupting. Good listening behaviors give the participants confidence to continue engaging in the class. Acknowledge comments with a simple thank you. If ever sharing a story that an attendee told you privately, be sure to ask permission before sharing and let the group know permission was given to share so as not to break any trust.
Things to Consider: Handle Classroom Challenges
Latin Americans are respectful and like to learn. Ask hypothetical questions or ask about real-life situations and you will likely get a variety of opinions. Opinions can cause disagreements, so prepare them to accept opposite points of view. Here are some other possible challenges.
Leaving the Classroom Completely
Once in a while, a trainee might exit the classroom during or after an activity. Talking about this with my Latin American colleagues, we concluded that in most cases, this has little to do with the activity. There is usually a bigger reason for the exit. Have a private conversation with the participant to find out what happened. Use reflexive questions like: What happened? Why did you react like this? Is there something that is going on at work? Can I help in some way? Ask these questions in a gentle and kind manner, taking care to use body language to show a real interest in understanding and helping. In many cases, trainees return to the classroom and actively participate.
Going In and Out of the Room
Last year, while training the commercial heads of a leading Latin American company, I noticed several of the attendees started going in and out of class and talking among themselves. Suddenly, it was almost chaos. Being direct, I asked them what was happening. It turned out it was the end of the month, and they were distracted because they had to get the end-of-month reports done. We agreed to shorten the session by two hours. In exchange, they committed to 100 percent concentration on the key points during the remainder of the session. With Latin audiences, flexibility is key.
Training Materials Missing
A colleague, Manuel, was scheduled to deliver five days of training in Chile. The first day included four icebreaker activities in the morning. The afternoon was supposed to focus on the training schedule, objectives, and introduction of each participant.
Manuel arrived in Santiago de Chile the day before the training course, but the luggage with his training materials was missing. The airport authorities told him they would do their best to deliver the luggage to the training site after lunch the following day. Manuel had prepared a plan B that consisted of flip-flopping the training plan on the first day. He moved the morning activities to the afternoon and started the training with the material he had planned for later that day. Fortunately, the luggage arrived that afternoon.
Facilitators can have baggage delays anywhere in the world. The lesson is: Learners don’t know your high-level design. Use your experience to find a good solution; if you handle it in a professional way, learners won’t notice.
One Word, Different Meanings
Delivering training in Spanish requires remembering that every Latin American country has its own idioms and expressions. A word may have a positive meaning in one country but may have a different meaning in other areas. My colleague Alberto was in Mexico delivering a leadership training course to participants from various Latin American countries. One team member shared his opinion about an issue using a common word in his country, but to the others, this word had a bad connotation. Participants began to laugh and make fun of the participant. Alberto managed this situation by organizing an activity to value cultural differences, which prevented future bullying and allowed the training program to be a success.
Trainers should protect themselves by saying at the beginning of the course, “Even though all of us speak the same language, it doesn’t mean we’ll understand everything due to our many idioms.” Let learners know you’ll use appropriate words for your home country. Apologize for any language gaffes that might occur.
Tips and Warnings: Advice for Nonnative Trainers
Here is some friendly advice if you are lucky enough to be invited to train in Latin America:
• Always find something positive about each participant. Even if they share an experience that is irrelevant, thank them for their contribution and find a way to connect their statement with the topic.
• Use creativity and high energy. Do not be afraid to try new things. Latin American people want to feel they are in specialized training, not in an ordinary class. They love training that offers color, activities, mixing of participants for groups, and hands-on activities.
• Try not to plan training for a weekend. The majority of Latin American countries are Catholic or Christian. Sunday is our official holiday. On Saturdays, few companies may work, so if asked to deliver training that day, prepare a plausible justification for it.
• Use some Spanish words and refer to famous cities, countries, streets, places, or food names familiar to the trainees. Learning these words will make them very proud and demonstrates interest in their culture. Here are some basics: hola (hello), buenos dias (good morning), buenas tardes (good afternoon), muchas gracias (thank you so much), and ¿cómo estás? (how are you?).
• Unless you know the audience well, avoid starting the training course with a compliment. Trainees will take it as insincere or flattery just to get approval from the group. By the middle or end of the training course, after you have gotten to know the group, it is fine to share a sincere, specific compliment.
• After breaks, especially after lunch, do an activity with body movement. This will help wake up participants, and leave them at the right energy level to continue learning.
• Don’t talk about religion, politics, or soccer, and—even worse—don’t say anything negative about the trainees’ city, country, or culture. Avoid using absolute terms like never, always, and all. It is better to say some or few. It is hard for us to accept people who use absolutes.
• Avoid using American measurements like inches, miles, or Fahrenheit. The participants will stop listening because they will be busy converting Fahrenheit to Celsius, inches to centimeters or meters, or miles to kilometers.
Bon Voyage
When traveling to Latin America, be prepared to experience passion, joyfulness, and kindness. Be willing to change your mind, and especially your heart. ¡Bienvenidos! You are welcome!
About the Author
Claudia Salazar is an ATD Master Trainer and Master Instructional Designer. She has more than 14 years of experience as a consultant and classroom facilitator delivering training related to train-the-trainer, high-impact presentations, assertive communication, team building, interpersonal relations, people management, and retail sales processes.
Claudia fuses the content and high-level design of a German program and U.S. training methodologies with Latin American dynamism and improvisation. As a result, her learners receive a combination of styles that generate high retention rates. She is able to adapt to different styles of learners and industries, helping people apply what they learn on the job.