What a journey my career has been, from accidental trainer in a multinational company subsidiary in Egypt to head of the learning and development department for a Middle East–Africa region sales and distribution firm. Early on as a sales manager, I was eager to spend hours coaching the team and had a passion for helping others succeed, so it seemed like a natural career progression for me to move into training.
A mentor taught me solid foundations of training, such as how to break complex tasks into small chunks of teachable parts. After I learned the basics, an opportunity came to deliver a sales training workshop. With natural talent, intuition, and communication skills as a good salesman, I figured the engagement would be easy.
My mentor cautioned me to be aware of the cultural differences among Egyptian audiences. The differences are a result of varied educational and social backgrounds, as well as the different dialects of 60 million people at the time (today’s population is about 96 million). It did not take long for one of the participants to make a joke about Upper Egyptians (Egyptians living in the south of Egypt). For the rest of the program, one table was totally shut down by this participant’s “humorous intervention.” Although I should have noticed the dialect sooner, it took a while to realize that the group at this table was from Upper Egypt. They never objected to the participant making fun of them. In their culture, there is “a boss,” or al kabeer in Egyptian dialect, who should have stopped this ridiculing right away. What I did not realize was that, because I was the trainer, they looked to me to be the al kabeer. It was my responsibility to create a safe learning environment, but I did not.
The basics are not enough for someone who wants a training career in the Middle East. I had to learn more structured concepts, theories, and models. In this chapter, I will share some best practices and cultural understanding for designing and delivering training in the Middle East.
People and Culture: Get to Know Your Audience
Looking at Egypt and the Arabian Peninsula gives a good representation of Arab culture to examine similarities and differences.
Most of the Arab world consists mainly of desert land, except in some areas with sizable rivers, such as the Nile River. The Nile, which is the longest river in the world, molds life and culture in Egypt.
It’s important to recognize the unforgiving nature of this part of the world. Although the oil boom of the 1970s brought about a modern living style, people need to be tough to survive and adapt to severe conditions. It’s accurate to say that the Islamic religion in its true form, not in its misinterpreted one, made life more tolerable.
The Nile River in Egypt. The Nile is the longest river in the world.
The following values have contributed to shaping Arab culture. I learned about them from my readings of history, particularly from the prize-winning work The Sealed Nectar by Safiur-Rahman al-Mubarakpuri (2002). I can confirm that these values still exist today, so understanding some of them will likely make it easier to understand a little about Arab culture.
• Hospitality is proudly praised in both old Arabic poetry and contemporary stories. When Arabs receive a house guest, they are expected to present a wide variety of food and insist that guests eat some of everything, if not all of it. The simplest form of showing hospitality is to warmly welcome participants as soon as they walk in, and connect with them during a brief chat, showing genuine interest in getting to know them.
• A sense of honor and reputation is also found through Arabic culture and literature. In a workshop, someone may always take the lead in answering questions (even though they might not have exactly the right answer), especially if it takes some time for others to volunteer. Recognize this courage positively and avoid exposing their mistake or in any way causing humiliation to not lose participant focus.
• The nature of truthfulness derives from the simple Bedouin life. Bedouin life manifests itself in participants attending classes in their simple national dress of white thobs for men and black abayas for women. Hence, they avoid newly adopted urban and modern appearances.
A Bedouin man serving coffee in Jordan. Hospitality is an important part of Arabic culture.
Some of these profoundly ingrained ideas reveal themselves in the behaviors and beliefs of Arabs today. Even Arabs who are familiar with other cultures through extensive traveling or living abroad will be bound, in most cases, to these principles.
Another important and sensitive topic to understand about the region is relationships between men and women. Despite what many believe, since the beginning of Islam, women have acquired a prominent and respectable status. For example, in true Islam, many women have the final say in delicate family matters. This principle has become deeply rooted in Arab culture as well. Some extreme practices may lean toward overprotecting women, but I think this is more of a cultural practice than an Islamic religious requirement.
One of the simplest ways to treat women with respect in a mixed-gender training classroom is to honor their choice to sit at a separate table from men. Throughout this chapter, I will share more gender customs.
Getting Started: Conduct a Needs Assessment
Market dynamics have changed tremendously in the region since 2011 as a result of the Arab Spring. Military operations in countries such as Iraq, Syria, and Yemen affect training because they cause a drain on the economy across the region. Uncertain economic turmoil resulting from regional political instability is expected to continue into the foreseeable future. The result is higher pressure on companies regarding recruitment, training plans, and budgets. Many enterprises in the private sector have either frozen recruitment or started layoffs and restructuring activities.
For the first time in years, training budgets are experiencing cuts. Moreover, there is a greater necessity for well-considered needs assessment exercises. Previously, management would send training requests to the training department, which would be automatically fulfilled, either internally or externally through routine use of third-party providers. Even now, only a minority of organizations go through a proper training needs assessment process.
A common practice is to let employees decide which training course they want to attend. Often a favored employee will be sent to an advantageous training course regardless of suitability, especially if the course was being hosted in an appealing destination. This often makes other employees resentful. However, this practice is becoming less prevalent with tightening budgets and better needs assessments.
One challenge is the willingness of clients to admit that they might not have all the answers about teams’ needs or may be wrong about them. In most cases, after initiating assessment interviews based on client assumptions, trainers end up with an entirely different outcome.
The principal challenge for the Middle East is to delicately handle the ego and dignity of the manager requesting training. You can overcome the pride challenge through probing deeply, asking valid questions, and trusting the manager’s judgment until opinions can be validated with surveys or additional evidence. When reaching a conclusion, it is important to give the manager full credit for the right outcome due to their understanding of their people, situation, and needs.
To conclude, economic pressure and shrinking recruitment budgets demand trainers concentrate on developing existing talent. A proper needs assessment process is necessary to ensure training budgets are well spent, rather than being spent frivolously.
Itineraries: Plan the Learning Journey
A few years ago, a career change allowed me to lead the learning and development department of a major regional sales and distribution firm based in Cairo and covering the Middle East. It was here where I realized the importance of the entire learning journey, rather than just the event itself. Within the first few days, an incident happened by chance when a facilitator was late due to an unexpected situation. I entered the classroom to have an informal chat with the participants who were waiting for the facilitator to arrive. After asking a few random questions, I learned that most of the participants did not know the training subject, the objectives, or the reason they were invited to attend. Some participants were even called that morning and told to show up to training. The waste of time and resources was shocking, the training session was canceled, and everyone went back to work.
Another incident happened when I was looking at the execution standards of one of the core programs for our sales organization. An external provider was running the program with an entirely different set of standards. The class was two days instead of four. Each class had twice the ideal number of participants in attendance. A critical part of virtual sales training involved video cameras, but the trainer eliminated that element. Overall, the objective of running the course turned into a mere “ticking the box” for achieving the target number of participants rather than for giving any importance to learning transfer and workplace impact.
Don’t let these things happen to you. Here are some ideas for planning a valuable learning journey.
First, start each learning journey with a pre-workshop. We call it a change contract session. Managers are asked to sit with their direct reports before they can send an employee to training. They need to discuss and document why the employee is attending a workshop, what objectives they need to achieve, and what performance improvements are expected to happen. The performance improvement must relate to specific technical key performance indicators or an observable gap versus the needed standard.
In addition to the manager–direct report change contract session, start engaging directly with the participants a week before the program on social media. This allows them to get to know one another, discuss the manager–direct report session, and agree on the main concepts.
In this region, it is important to replace the slide-lecturing approach with the more experiential approach, thereby creating a deeper learning experience. To ensure program effectiveness, have the training team assess the workshop regularly for knowledge transfer. Experiential activities must relate to learning objectives to make this a valuable learning journey.
The current economic conditions, improved Internet infrastructure, and a boost in use of mobile devices are expected to drive e-learning as an alternative delivery method to classroom training. Still, the preferred method of regional learners leans more toward classroom training, because it also has a social context.
Consider Arab culture when designing experiential action learning activities. Remember the principles of honor and pride, and avoid activities where there is a clear loser. Avoid asking women, especially conservative ones, to participate in activities that require too much body movement or action.
With a highly active activity in a mixed-gender group, give women the responsibility to observe and record observations, to point out rule violations, or to control timing. Involve the women in a nondiscriminatory way. It is customary to ask a male trainee to come forward and present his findings; however, the trainer cannot insist on calling on a female trainee to do the same. In such cases, it is typical to let her present her ideas while sitting at her table. Unintentional discrimination will result in lost engagement for the rest of the session.
Is this a general rule across all countries in the region? Absolutely not. For example, in countries like Egypt and Lebanon or even cities like Dubai—only when nonlocals are attending—it is normal to engage all participants in physical activities. When in doubt, ask about local customs and be observant of body language.
Specifically, keep in mind the Gulf Cooperation Council countries, like Saudi Arabia or the United Arab Emirates; facilitators need to be careful if there are local women. Cultural values and restrictive attire for both genders may be an issue in all of these countries with a few exceptions, like Kuwait and Bahrain.
Packing Lists: Logistics, Technology, and Resources
When it comes to logistics and technology challenges in the Middle East region, there can be countless variations related to readiness and preparation of the venues. It varies not just from one country to another but even within the same country. Five-star hotels are an excellent choice for running major training workshops. There should be few issues when it comes to logistical support because staff quality and assistance are high. Clearly state any specialized equipment, tool, or technology needs in writing. It may also be necessary to negotiate the Internet charges separately.
Show up at least 60 to 90 minutes early to avoid surprises. Trainers consistently face the issue of not having correct seating arrangements, regardless of the clarity of communication. For example, I was once scheduled to facilitate two sessions back to back. I instructed the hotel to set up chairs theater style for the first session, and U-shaped for the second. They reversed the setups. Arriving early allows for quick adjustments. Surprises are usually the result of misunderstanding or miscommunication, and people do act quickly to fix issues.
If you’re running a class training at a client venue, it is advisable not to assume that everything will be planned perfectly as per request. Remember to communicate needs and get confirmation in writing. Communication and confirmation is frequently even more important at a client’s venue than at an outside venue, because clients may have additional last-minute requests.
In the Gulf, it’s better to make the training day shorter than the typical work day. Moreover, if participants are government or public sector employees, they might not even agree to stay beyond 1 or 2 p.m. Again, this will differ from one country to another. Private sector employees will agree to remain in a training session until 5 p.m., but not a minute later. As for a start time, it differs completely. In Egypt, it’s OK to start at 8:30 or 9 a.m.; in the Gulf, the hot weather requires you to start as early as 7 a.m., and no later than 8 a.m.
Always plan the agenda in a way that respects prayer times. In all Muslim countries, there are five prayers a day. That usually means at least two prayer times during a workshop: around noon and later in the afternoon. Ask about the exact time of these prayers and plan breaks to coincide with the prayer schedule. Those who practice praying will appreciate the respect. Prayer should take about 10 minutes. Plan break times to be a minimum of 15 to 20 minutes to accommodate time for prayers in addition to other standard break-time practices.
One critical caution around the resources you plan to use in your training: Review videos and printed materials, including photos, carefully. In many cases, trainers have been told to amend photos on slides or not to use certain videos because they are not appropriate to show according to the Middle East region’s acceptance standards (for example, is a person decently dressed?). Of course, this differs from one country to the other. Exert extra caution in Saudi Arabia.
Customs: Body Language Dos and Don’ts
One of the biggest dilemmas in the region is understanding the best way to greet one another. As a trainer, greet people warmly as they arrive at the training room. Culturally, due to gender differences, this can be challenging.
It is not easy to tell if a male or female participant is conservative, with a very solid religious discipline. If you are a female trainer, regardless of where you come from, a handshake with some very conservative men might not be accepted and, in some situations, might end up causing embarrassment to both parties. This is more likely to happen with local men from Saudi Arabia than anywhere else. Don’t initiate a handshake with the opposite gender; give them the time to take the first step.
A woman’s dress is not enough to judge how conservative she is, because there is no specific rule. However, it is more likely that a head-covered woman is more conservative than a noncovered woman.
Arabs dress in a very non-Western way; women often wear abayas and men wear dishdashas (or long white dresses). Locals take tremendous pride in their ethnic wear, so expect to see it in classes and do not show any surprise.
In general, women in the Gulf states tend to speak very softly. If they must speak in public, they will do so, but they will likely be too shy to use a microphone. It is always better to get women together in small groups talking to one another rather than talking to the entire group. Ask a woman politely to raise her voice if she must speak to the larger group. Of course, every rule has exceptions.
In Saudi Arabia, by law, women must be separated from men in training or meeting sessions by partitions if they are in the same learning venue. Only the presenter or facilitator may have eye contact with all audience members.
A visiting trainer in Pakistan should be extremely cautious when quoting examples of leaders from India. Instead, do research and quote a local leader to connect more directly. Read about the country, history, religion, culture, politics, and national occasions. When in doubt, ask if something is appropriate or not. Many foreign trainers feel uncomfortable asking if something is acceptable, or maybe think it might be insulting if they ask for more information. The fact is, most of the time, locals appreciate foreigners asking if they do not know. Participants will be more than happy to explain. Asking questions shows that you have a willingness to learn and demonstrates caring.
Climate: Create a Warm Learning Environment
In general, people across the region are warm and welcoming. If they seem shy or not engaged or interactive in the workshop, a language barrier might be the challenge. Participants might not want to admit a limitation and will act bashful. The best advice is to treat everyone more like a friend until proven otherwise. In most cases, even if a participant did plan to be challenging, they will likely reconsider these intentions when a trainer displays positive signs of friendship.
If you unintentionally embarrass someone, apologize immediately rather than waiting to finish the session and trying to do it in private. This move will leave a good impression.
During introductions, it is advisable not to mention all your past experiences or career achievements. Participants may consider it pompous. Better to mention your name and a very brief introduction about the reason you are there, and then let the participants discover your experience through corroborating anecdotes and explanations.
In cases where top management is present, gain their support by treating them as members of a training review board versus treating them like learners. This practice will greatly satisfy their egos. Make sure to emphasize that as the instructor, you need their support.
One of the main obstacles while training at a client’s location is the training room. Even in big firms, due to a shortage of space, training rooms are arranged in classroom style or even theater style. Be clear and specify instructions ahead of time. It is also important to note that the training rooms in newer firms have many pictures and photographs that could distract trainees’ attention. Make sure the room is suitable for training purposes.
In some cases, the training room temperature won’t be adequate, whether too warm or too cold. Book a five-star hotel when possible or find a nearby space where trainees can perform some of their activities.
If training outside the main city in the region or in a less-than-five-star hotel, you might be faced with some unusual surprises. For example, in a few cases, I discovered that a training room turned out to be a small restaurant or café that was made into a training room. Once again, make sure to ask for photos of the room beforehand and confirm that the needed equipment will be readily available with technical assistance support.
Things to Consider: Handle Classroom Challenges
People from the Middle Eastern region give much respect to foreign trainers if they act within expected principles. It is very rare for a participant to challenge a foreign trainer just to give them a hard time. However, as part of being proud of their heritage, some local participants might challenge some of the concepts by stating that they are not necessarily applicable to their region. Accept the argument and do not challenge it. Show a sincere interest in trying to understand the reason why, then try to engage the rest of the class in the discussion to gauge if that assumption is true or not. There will always be someone to support you and to help redirect and conclude the discussion.
There will be participants who show up late to the class, and some may be considerably late. Show respect to those who arrived on time by thanking them. Tell them that it is their right to start on time because they were here on time. However, it is a good idea to let the class decide whether to start or to wait 10 to 15 minutes. Other participants may have more knowledge about the situation that is causing lateness than you do, so let them choose. If addressing lateness, do it in a casual and humorous manner, not sarcastically.
Mobile phones are a tricky matter. Many options can be used to ensure that you take control of cell phone usage. First, discuss with the participants how they plan to handle mobile phones as part of the class rules, which they need to agree on from the very start. If the rule is broken, refer to the list of standards in a humorous way—you can even post them on the wall. Alternatively, pause and remain silent with a neutral expression until the phone conversation is over. Using silence once or twice should stop the phone disruptions once and for all. A final option is to do nothing and totally ignore the mobile interruption, then state that it is a personal choice to break the rule, but it could be done without interrupting class.
In the case of two participants talking, asking them to share the discussion is the best approach, especially if done in a professional and intuitive way.
Tips and Warnings: Advice for Nonnative Trainers
In addition to the advice provided in the earlier sections, here are a few quick tips for the nonnative trainer in the Middle East:
• Allow participants to design class rules for managing the session by facilitating a discussion about ground rules. This discussion gives them some control, so whenever they break the rules they have selected, they take more responsibility.
• Smoking is a big issue because there are many smokers in the region, and they lose focus if not allowed to smoke as frequently as possible. Depending on the number of smokers in the room, design more frequent five-minute breaks rather than fewer, longer ones. They’ll appreciate it a lot.
• Food is one of the few entertainments that locals enjoy in the region, and the lunch meal should be a rich one. Coordinate with a local contact to ensure that an enjoyable meal is provided. Having said that, make sure to plan for a very active energizer after lunch!
• Across the region, people are extremely patriotic. Praise the local food or the beauty of the country. Praise is a good way to get buy-in from participants, and it is easy to give because every country in the region is unique and beautiful. For example, in Pakistan, praising the beauty of northern areas would resonate with Pakistani participants.
• Do not get involved in political or religious issues, no matter how bizarre or contradictory to your ideas, and do not express opinions on these topics. Due to the sensitive nature of these topics and the unrest that has been going on for some time, do not give examples using them. For instance, in a country like Iraq, it is very normal to find four participants from the same city sitting at the same table, each with very different ideologies despite common religious beliefs.
• Do not insist on or suggest having mixed-gender groups if participants have divided themselves by gender.
• Do not look surprised if men greet each other with a hug or one or two kisses on the cheek. As a foreigner, you are not required to greet in the same local fashion unless you know the person well. In some Gulf countries, a kiss on the tip of the nose and/or shoulder is common.
Bon Voyage
This part of the world is well known for its warm feelings. The social side of life is the most important side of life. Therefore, any foreign trainer will enjoy a welcoming atmosphere while adding substantially to their experience in the field of training worldwide.
About the Author
Bahaa Hussein is the head of learning and development at Abudawood Group, responsible for developing and delivering all training programs across six markets in the Middle East–Africa and Arabian Peninsula and Pakistan regions. He’s passionate about delivering meaningful training programs that create future leaders and professional performers in his organization and across the region.
Since 1989, Bahaa has been training people across Europe, the Middle East, and Africa regions to excel in the areas of communication, selling, and coaching in the workplace, helping employees reach their maximum potential. Graduating from the American University in Cairo with a bachelor in business administration and a minor in political science, he began his career in 1986 with Procter & Gamble Egypt, working his way up to become one of the key managers for the company in the Arabian Peninsula, heading a sales operation in Saudi Arabia. Then, in 2008, discovering his real interest in genuinely and positively changing peoples’ lives through improved human performance, he shifted his career to be fully focused on learning and development. In 2010, he earned ATD’s Certified Professional in Learning and Performance certification, and the Master Performance Consultant credential in 2014.
Reference
Al-Mubarakpuri, S-R. 2002. The Sealed Nectar. Riyadh: Darussalam International Publications.