This chapter will bring you on a journey of the maps, routes, quick turns, and alleyways to cross (or avoid) in becoming a successful trainer and facilitator in Africa. Nigeria, my home, is one of 54 countries in Africa, with a population of more than 170 million. We speak more than 520 languages and have more than 300 ethnic groups. It is sometimes hard to believe that Nigeria is just one country in Africa, albeit the largest in population.

I was born to teach. Both my parents are teachers. Mum is an educator and entrepreneur; she founded a school in northern Nigeria in 1979, and named it after her mom and dad. After attending kindergarten at her school, I went to a Catholic primary school. Thinking this would be an escape from 24/7 school, I soon realized that was incorrect, because every day after official school, I went straight back to my mother’s school for extra lessons. Our home felt merely like a dormitory for sleeping.

Immersion in school—its administration, methodologies, and practices—could only mean one of two things for me: hating it or loving it. I made the decision to embrace education, and I have developed courses in business intelligence, financial modeling, Microsoft Office, data visualization, reporting, presentations, and more. I have facilitated courses in 10 countries, four of them African, and I continue to learn and love training.

Throughout my career, I’ve learned that it’s essential to build a connection and create trust in the first few minutes of interaction with any training audience. One way to make this happen almost every time is to study and align methodologies to the cultures and practices of the learners.

This chapter will primarily describe my experiences in Nigeria and West Africa. Because Nigeria has the largest population in Africa and one of the most diverse populations worldwide, it is a good proxy for all of Africa. I will also make occasional references to other countries and regions of Africa.

People and Culture: Get to Know Your Audience

Africa is the most diverse continent on Earth, with nearly 2,000 languages—a third of the world’s total languages. About 75 of these languages have more than a million speakers. Africa’s countries were created mostly by European colonialists, who divvied up the continent with little regard for its inhabitants. This historical perspective helps international trainers make sense of why there is so much diversity across Africa.

Africa’s landscape includes mountains, forests, and grasslands in regions rich with flora and fauna as diverse as its population. This beautiful continent includes the famous Mount Kilimanjaro and Mount Kenya, and holds the second largest freshwater lake in the world: Lake Victoria. Much of the region has high rainfall and a warm climate, suitable for farming and tourism alike. Each region is unique regarding the people, the state of technological advancement, and the landscape. Knowing a few key facts about this continent is critical to any learning experience.

Mount Kilimanjaro

Languages

Nigeria’s population speaks many languages. English is taught in schools and used in commerce. Nigerians also speak a variant of pidgin English with local and Portuguese influences. Almost everyone in Nigeria speaks a mother-tongue language; the major ones are Hausa-Fulani, Yoruba, and Igbo, spoken in the northern, southern, and eastern regions of Nigeria, respectively.

Research by Harvard University’s African Language Program breaks down African languages into four broad families: Niger-Congo, Nilo-Saharan, Afroasiatic, and Khoisan. Of the four, Niger-Congo is the biggest, and is the largest language family in the world (Mugane 2017).

Along with their indigenous languages, most Africans speak one of the following foreign languages: English, Portuguese, French, Spanish, or Arabic. When in the corporate classroom or online, recognize that the audience will be diverse, and do not assume they are acculturated to Western values, ethics, or norms. Learning styles will vary from person to person based on many demographics.

Customs and Formalities

Many American gestures mean something completely different in African nations. For example, the left hand is never used to take or pass an object; the right hand or both hands are acceptable. Also, some regions are very formal regarding greetings and behavior. In Nigeria, to demonstrate respect for an older person, squat, nod, bow, or prostrate. Most people will shake hands, but in my experience, it is better not to initiate the handshake unless the other person first extends their hand. As a young man, I extended my hand to greet an older gentleman, and the fellow reprimanded me with, “Didn’t your mother teach you manners?” Keep it simple and respectful and you should be fine.

Religious and Political Preferences

Many regions of Africa have strong religious and political histories. Don’t make assumptions about religious or political preferences inside or outside the classroom to avoid causing undue distress among learners.

I learned this the hard way in a class of primarily older adults, when I made the mistake of referring to a common saying of the Hausa (a major language and tribe in northern Nigeria). The saying sparked resentment in members of another major tribe, the Fulani. The mistake triggered a heated debate between a Hausa participant and a Fulani participant concerning a centuries-old tribal feud. I quickly quelled the dispute and learned a valuable lesson: Even though I grew up among Hausa and Fulani members in northern Nigeria, I shouldn’t get too comfortable using their sayings and phrases, especially when not fully informed of the rich history and subtle rivalries of learners.

Nigeria is equally divided between Christians and Muslims. Therefore, it is a good idea to give a two-hour lunch break on a Friday, which will allow Muslims enough time to attend their Friday prayers in a nearby mosque. These simple actions go a long way toward building trust.

Getting Started: Conduct a Needs Assessment

Preparing to deliver training in Nigeria, and Africa in general, may be a bit challenging because of the diversity of the audience. Building trust and respect is a fundamental requirement for running an effective course. Understanding economic and workplace trends in Africa will also improve training. Start with a series of needs assessments and evaluations for the region and for the audience, whether they will be face-to-face or online. Before successfully reaching an audience, learn the location’s level of technological advancement, along with managers’ and learners’ opinions on education and training.

In Nigeria and most of Africa, not many trainers are aware of instructional design and learning cycle models such as ADDIE or Kolb & Fry’s Experiential Learning Model, respectively. Nevertheless, to get the best from your training engagement, conduct a front-end analysis (FEA) as part of your needs assessment. This significantly improves the chances of a high return on investment for the client and future work for you. FEA is a process for determining why a perceived performance gap exists and how to fix the problem (Franklin 2006). It consists of a gap or performance analysis and a root cause analysis. You may get little financial commitment from clients, so you must think creatively about cost-effective ways to conduct needs assessments. The more information you collect, the better the training experience will be for the trainer and the learners.

Assess Available Technology

The learning landscape is improving to include such platforms as webinars, social media, and mobile learning. The Economist (2015) estimates that the number of mobile phones in Africa will rise to 930 million by 2019, and the spread of smartphones will likely increase Internet penetration to 50 percent within seven years. In West Africa, particularly Nigeria, mobile technology is becoming more advanced as well.

There are many benefits to these media, depending on the audience’s learning styles and the availability of equipment and Internet connectivity. According to ATD’s 2015 State of the Industry report, a third of organizations have mobile learning programs. Keep in mind that in some regions of Africa, online training opportunities will require extra effort or may not be possible. Always assess the level of technology and Internet capabilities.

Assess Management’s Attitude Toward Training

The way management feels about training affects the training approach. They may be on board and engaged, or they may be skeptical of a suggested training solution. Get to know everything about an organization’s status and training needs. The good news is that 62 percent of companies in the Middle East and Africa will focus on training delivery for the coming year (ATD 2015b). Most Nigerian clients prefer classroom training. Cost is a major consideration, making a blended approach involving face-to-face delivery and technology-based delivery a win-win. Be prepared to negotiate with clients on how you plan to deliver the training event before coming up with a preferred method.

Assess Audiences’ Attitudes Toward Training

Your training strategy should include an audience assessment well before moving into the design phase. Understand your audience’s backgrounds, skill levels, technical abilities, and learning styles. A short, well-crafted assessment is a good way to measure attitudes toward training. I use assessments for most courses in Nigeria, and this helps uncover needs and additional work and planning requirements, such as pre-work or research, before the course. Engage an organization’s leadership and, where possible, speak with some of the learners scheduled for the course. Ask questions about the learning environment as well as the technology available. Request student profiles to gain information about the audience.

Though Nigerians spend far less time in formal training than the world average of 33.5 learning hours per employee (ATD 2016), employees actively spend their money and out-of-office hours improving their skills by studying for professional certifications and higher degrees, which shows a positive attitude toward learning.

Itineraries: Plan the Learning Journey

Following is a set of best practices that have worked for me when training in Nigeria and other African countries.

Selecting Delivery Methods and Media

The most popular delivery mechanism for training in Nigeria is facilitator-led classroom training. More than 90 percent of the courses I have offered in Nigeria are face-to-face. The courses mainly address knowledge and skills, which can also be taught well using online delivery methods. However, client preferences and technology considerations have led to limited acceptance of online learning.

These preferences may change soon, though, due to improved Internet connectivity and the presence of the mobile-friendly Millennial generation in the workforce. I believe that Africa will embrace technology-based media to traverse the huge knowledge gap on the continent. Platforms like www.khanacademy.com (a free online educational website) are driving this revolution in training delivery. It is our job as trainers to design courses that harness this media.

For example, during a recent client engagement, I used Google+, Google’s social network platform, as a collaborative tool for the class to get to know one another prior to the learning event. We also used the platform to discuss and reinforce foundational knowledge in our learning objectives.

Using video and audio as much as possible was helpful because the majority of learners do not like to read in English. Even though English is spoken widely, it is usually learners’ second language, making text-based, self-directed activities unpopular. We then conducted a live face-to-face class and determined we could hit the ground running, having built that initial familiarity and trust online. We maintained the social media platform to reinforce learning after the classroom sessions. This blended methodology works well in most African countries.

To select the most appropriate learning methods, be sure to:

• Write clear and actionable learning objectives.

• Choose your media wisely for learning objectives. I find that social media works best for Nigerian audiences, while pre-class reading is the least effective.

• Match learning methods to the learners’ unique circumstances, such as language limits, preferences, background, and experiences. I find that accelerated learning techniques work very well in Africa.

• Review functional requirements and limitations, like cost and timing constraints. Plan for last-minute changes.

Post-Work and Social Learning Plans

A sound training plan for an African audience involves an experience that goes beyond the classroom. Post-work engages these learners well after the class is over. It includes not only individual follow-up with students, but also a period of social learning that employs technology to observe and instruct, often remotely. This technique helps guide African learners’ attitudes, behaviors, and values.

Measuring Effectiveness

Upon completing training in Africa, there are a variety of ways to assess the success of methods, delivery, and overall knowledge transfer. Measuring training effectiveness is an important post-class activity that allows trainers to learn from experiences and continually improve training skills. Whether it is a written or verbal evaluation, the results are often invaluable.

Packing Lists: Logistics, Technology, and Resources

With training plans in place, there are still some logistical factors to consider before scheduling. Understand the target region of Africa and what resources are available—or not available—within the local surroundings. Allow plenty of time to work through the following challenges.

Trainer Resources

One of the biggest resource challenges in delivering virtual training to African countries is bandwidth limitations. Once I was running a virtual training course, and both my main and backup Wi-Fi connections stopped working. My producer was working from another location, so he continued the session while I sorted it out. Apparently, I had purchased two Wi-Fi dongles that used the same network provider, which had a brief network failure—lesson learned. Fortunately, my producer and I had planned for a possible network outage, so the participants hardly noticed the disruption. This preparation was well worth the time; it’s important to plan for the worst-case scenario.

Varying types of learner devices and Internet browsers can also be an obstacle. In many cases, the trainer cannot mandate what devices to use, so you must anticipate variation. For example, many of my courses require Microsoft Office applications, but participants often have different versions of Excel, which can mean adjusting directions on the fly. It is often necessary to adapt training style and content. I always test all exercise files for version compatibility; when I must use a new version of a software program (maybe to showcase a new feature), I make it clear in the instruction and any printed material that it’s not compatible with previous versions.

To add a bit of fun in the class, right off the bat, I identify the software versions used by each participant in class, and we create a friendly “old school” or “new school” group to identify them. So I might say, “Here is how it works for the old school” and “if you’re new school, do this.” This requires me to prepare in advance, but the appreciation I get from participants and clients is well worth the effort. Our sessions usually prompt management to upgrade company software, or at least have a uniform version across departments, an added return on investment from your training efforts.

Trainer Backup Plans

When systems are down or unavailable within certain African countries, consider other ways to present. It is possible that alternative resources may be available, but incorporate backup plans into the overall strategy. In fact, have a backup for the backup.

For example, in Nigeria, electricity is a luxury; most organizations have a generator, and some even have a backup generator. Once, in northern Nigeria, I was in the middle of a training session when all three power sources failed. I immediately cracked a local joke related to the predicament to ease the tension. I then activated my backup plan, “natural light”: I opened the windows and doors. Because this was unfortunately a common occurrence, participants weren’t startled. Luckily, the batteries on each participant’s laptop gave us power until the end of the day. Consider paper copies.

Learner Resources

Don’t assume facilities will have what is required, even with an email confirming that everything is ready. Insist on a conference call or other means to ensure that the resources the learners need are available. Arrive at the training venue early. Check for needed equipment, writing materials, and transportation. Ask if participants have physical impairments. Also take culture into account in your selection of props. For example, I like to use local music in my sessions, especially during group activities, varying the beat to match my expectations (visit www.acceleratedlearning.com to learn more about this and other accelerated learning techniques).

Lake Victoria

Customs: Body Language Dos and Don’ts

There is much cultural diversity within Nigeria and indeed most of Africa. Understanding body language dos and don’ts is essential for creating a positive atmosphere in which people can feel comfortable and learn well. Often there are workarounds for body language differences, but it is important to do and say the right things to gain learners’ trust.

Here are some suggestions facilitators can keep in mind:

• A handshake is acceptable in West Africa, but don’t initiate a handshake if greeting someone older. The handshake may be unacceptable depending on the religion or customs of the recipient.

• Use hand gestures with caution, and avoid pointing fingers. However, remove hands from pockets when speaking.

• If in the presence of any traditional leader, you will be expected to bow; don’t try to shake their hand unless they initiate it.

• Offer an object, like a business card, with your right hand, not your left. This exchange is important, so review the card when you receive it.

• Respecting age is important. Elders are typically addressed first and are often the decision makers.

• Follow training agendas, because time is respected.

• Wear a traditional outfit on one day of the course; it will make a lasting impression. Find local dressmakers or visit the open markets for clothing.

• Groups that often sit on the floor (mostly northern Nigeria, Mali, Chad, and Niger) never let their foot point toward another person; they also do not show the soles of their shoes. Instead, they sit cross-legged, with their feet pointed left and right.

Climate: Create a Warm Learning Environment

Few countries in Africa share the same characteristics. Using a global mindset and taking a neutral, unbiased approach will allow facilitators to experience the culture and to learn along with the students. While being warm and friendly, show complete respect for political, religious, and economic surroundings. That said, be in charge, aware of the time, and committed to the general agenda.

Consider the Environment

Explore the environment, whether live or online, based on the region. Read the news, follow a few popular Twitter handles, and get a sense of what is happening in the area. This knowledge of the environment will filter through your verbal and nonverbal communication with students as they work together in groups.

Encourage Learner Interaction

Learner interaction can be a wonderful method for creating a warm learning environment. Students often respond well to shared activities, which gives them confidence in their work. It is a good idea to plan the makeup of each of the groups. In a large class, limit the group sizes to five people and include a good mix of experiences and competencies, keeping the training environment informal but fun and respectful.

Things to Consider: Handle Classroom Challenges

Get to know students well before class begins. Consider using social media, like the Google+ example shared earlier. Learn about the students’ backgrounds, cultural beliefs, and learning styles, as well as any disabilities, so proper accommodations can be made. Expect students to have various skills levels, but treat each student equally. When a challenge arises, never embarrass or harass a student, especially in front of the class.

Deliver lessons with patience, speak clearly and slowly, and give each student the attention they require to keep up. An intimidated student will not likely ask a question, so it is up to the trainer to ask if they are following along. African students in particular may remain quiet in front of others for fear of holding back the class.

To counter this, incorporate regular exercises throughout the course as an on-the-spot gauge of assimilation and understanding. I recommend TurningPoint, which helps you create polls within a PowerPoint presentation. Participants use a small responder device to answer quizzes incorporated into the PowerPoint. The system displays instant performance feedback onscreen, which helps the trainer identify and address unmet learning objectives.

Allow time during breaks or before or after class for students to speak with you and receive individual attention. This is particularly essential when there are no electronic means of gauging learner understanding available.

You will face challenges as a trainer. Be professional, downplay a challenge, and take care of it outside the classroom if possible. The following are types of challenges trainers may face.

Nonparticipation

When a student refuses to participate, I find that it is usually a result of poor planning on my part as the facilitator. You could gently call on them directly to respond to a question or problem. Speak with them after class or during a break, and try to reach them and find out more. Be sensitive to their situation. It may be possible that they are shy or suffer from some personal or family issues.

In Nigeria, while there are always exceptions, I find that female participants from the north of the country tend to be more reserved, which gets misinterpreted as nonparticipation. It is safe to say that the farther north you go in Africa, the more you can expect participants to be reserved, especially female participants.

A method I use to ensure participation in my technical courses is the round-robin review. When checking a topic or task that has many steps, I ask each learner to describe one step in the task, and then immediately pass an imaginary baton to the next person to describe the next step. The key is to do this quickly to ensure that everyone is alert. A quiet participant can anticipate their turn and prepare an answer. If all else fails, give nonparticipants a special assignment to learn more about the issue.

I’ve learned over the years that thorough preparation before delivery always pays off. And nonparticipation is a direct reflection of the time (or lack thereof) spent preparing for the course.

I recently started delivering virtual classes, and this new medium takes no prisoners; to be a good virtual trainer, you must engage your audience in an activity every three to five minutes. This training format has significantly improved my face-to-face delivery. Nonparticipation is a universal phenomenon and a sign that participants are bored. Arm yourself with innovative techniques to stop it before it starts.

Difficult Participants

When dealing with a disruptive participant, it is important to show respect. In general, Africans are very respectful, and participants will manage most challenges in the class. Most corporate courses include a client representative, HR staff member, or learning and development professional to act as a supervisor for the course. Discuss any disruptive behavior with them as needed. Never engage in a verbal argument with a learner.

Many participants disrupt class because they need more challenging content. These participants are often identified in the needs assessment and design phase of the training initiative, and can be assigned to a higher-level course. Alternatively, they can receive a more-complex project during class, so they remain occupied and content.

Preplanning is key, so that you can handle any potential disruption in advance. For example, in a course I delivered in southern Nigeria, a participant was disruptive because he was taking half the time to do the exercises and wanted to prove he knew more than the instructor. Luckily, I had a plan; I always build in challenging activities that are above the level of competence expected for the course. While the rest of the class was busy with an activity, I asked him to open one of my challenge exercises. He was happily occupied until the end of the session and became an active participant. This technique can also be used to gamify the learning experience through intermittent timed group challenges to earn group points.

Repeatedly Tardy Participants or No-Shows

If a learner is repeatedly tardy or does not show up for the course, take them aside privately and discuss the issues. Find out the specific reasons for tardiness or absence, and whether they are legitimate. Have a good rapport with the people responsible for managing the course, as well as with supervisors and HR representatives. Share any learner challenges and ask them for a sit-down discussion to identify the issue.

I once facilitated a five-day course, and one participant was constantly late and unresponsive; she even missed a day of training. By day four, I sat down with her privately to discuss the issue, and learned that her daughter had an operation the day before the training program began. Personal issues are often the cause of bad behavior, so compassion is the best course of action.

Tips and Warnings: Advice for Nonnative Trainers

There’s plenty of advice for nonnative trainers training an African audience for the first time. Consider this list of dos and don’ts (also see the section “Customs: Body Language Dos and Don’ts”).

Accept the African Way of Welcoming People

A trainer once came from the United States to offer training for orphanage directors in Tanzania. When her team entered the room, all the participants stood to sing an African welcome song for their friends who had traveled so far to partner with them. The team of trainers could not hold back their tears. Accept the warm welcome, dry the tears, and get ready to engage learners.

Connect Learners With Their Peers

The opportunity to work with a peer—sharing experiences, leaning on each other, and collaborating—can enhance the learning experience and encourage confidence among African students. Make these activities part of the training strategy, and encourage participants to share experiences and stories for the benefit of others.

Have a Plan, but Be Flexible

In Africa, people like to follow a schedule and know what they will be doing on a regular basis. Plan it that way and know the material, but be flexible regarding situations or challenges that may arise. Include multiple backup plans, and stay calm when things do not go as designed. Your audiences are eager to learn, and they see you as the expert who can do no wrong. Relax, and have alternative routes planned and ready to deploy.

Don’t Lose Control of the Session

Find the poise for a smooth delivery, a professional attitude, and maintaining order. Africa has the youngest population in the world—it’s sometimes called the teen continent, and has a median age of 21 compared with 40 for Europe and North America (CIA 2016). Earning respect after losing control with Millennials can be tough. Dignity is a key word, and the level of respect between a trainer and a learner in Africa keeps the learning field even.

Don’t Assume Technology Will Work

Plan ahead. Know the environment, the technology, and learners’ styles. It will be different in every country in Africa. Bring a Wi-Fi dongle just in case. Africa is diverse in technological advancement, and there will be times and places where bandwidth becomes an issue. Should this happen, relax and use your backup plan.

Bon Voyage

Training an African audience, whether online or face-to-face, is an incredibly rewarding experience. Enjoy this ancient and diverse continent, full of artful, lively, and talented people. One last piece of advice: Plan to stay an extra day or two—when else will you have a chance to take in such diversity? And send me postcards!

About the Author

David Brown has worked as a trainer and financial consultant for more than 16 years. He is the founder and principal consultant at dbrownconsulting, a consulting, training, and payroll firm in Lagos, Nigeria.

David is an ATD Master Trainer, ATD Master Instructional Designer, and a chartered accountant and investment adviser. He designs and trains on technical courses in financial modeling, business intelligence and analytics, Microsoft Excel, accounting, and financial analysis. He is also a financial analyst and financial adviser to corporations and individuals. Additionally, he advises the World Bank on oil revenue modeling.

David delivers technical courses using a blended learning methodology to maximize impact, retention, and return on investment for his clients and participants. He is a regular speaker at training events, including ATD’s International Conference & Exposition.

References

ATD (Association for Talent Development). 2015a. State of the Industry. Alexandria, VA: ATD Press.

———. 2015b. Global Trends in Talent Development. Alexandria, VA: ATD Press.

———. 2016. State of the Industry. Alexandria, VA: ATD Press.

CIA. 2016. “The World Factbook—Nigeria.” CIA. www.cia.gov/library/publications/the-world-factbook/geos/ni.html.

The Economist. 2015. “The Pioneering Continent.” The Economist, April 25. www.economist.com/news/middle-east-and-africa/21649516-innovation-increasingly-local-pioneering-continent.

Franklin, M. 2006. “Performance Gap Analysis.” Infoline. Alexandria, VA: ASTD Press.

Mugane, J.M. 2017. “Greetings From the Director.” The African Language Program at Harvard. https://alp.fas.harvard.edu/greetings-director.

A rain forest with Mount Kenya in the background