1

Group Training Project

Cultural Competency

By

Nutthapong Prapatrungsee

Yingyao Zhang

Onia Gelecinskyj

Gulshat Berdiyeva

Wendi Wijarwadi

Jeremiah Dean

OLPD5615
 2

Table of Content

Page

Program Overview 1

Concept Map 2

Section 1: Analysis 3

1.1 Organizational Analysis 4

1.2 Personal Analysis 8

1.3 Task Analysis 10

1.4 Economic Analysis 12

Section 2: Design and Development 15

2.1 Training Objective 16

2.2 Learning Objective 16

2.3 Learning Method 17

2.4 Learning Plan 17

2.5 Learning Activity 19

Section 3: Implementation 20

3.1 Facilitator’s Guide 21

3.1.1 Module 1: Cultural Competency 22

3.1.2 Module 2: Developing Chinese Cultural Competency 28

3.1.3 Module 3: Developing Japanese Cultural Competency 38

3.1.4 Module 4: Developing Indonesian Cultural Competency 45

3.1.5 Module 5: Developing Thai Cultural Competency 56

3.1.6 Module 6: Developing Turkmen Cultural Competency 65

 3

Page

3.2 Trainee’s Manual 72

How to Use This Trainee’s Manual 73

3.2.1 Module 1: Cultural Competency 75

3.2.2 Module 2: Developing Chinese Cultural Competency 80

3.2.3 Module 3: Developing Japan Cultural Competency 90

3.2.4 Module 4: Developing Indonesian Cultural Competency 97

3.2.5 Module 5: Developing Thai Cultural Competency 106

3.2.6 Module 6: Developing Thai Cultural Competency 117

Section 4: Evaluation 124

4.1 Reaction Outcome 125

4.2 Cognitive Outcome 125

4.3 Skill-Based Outcome and Affective Outcome 125

4.4 Results 127

4.5 Return on Investment 128

References 129
 1

Program Overview

Training Overview Program Title: Cultural Competency for Asia

Training Program Purpose:

The purpose of this Cultural Competency Program is to develop the cultural-based skills

and knowledge for a selected group of expat managers from Coca-Cola. The cultural competency

will help them enhance their cultural-based social skills and be able to promote good

relationships with multiple subsidiaries and business partner in selected countries of Asia. This

program will focus on cultural knowledge and awareness.

Program Description:

The training will be delivered in 6 main modules over an 8-hour day. This training

program consists of the introduction to Cultural Competency, developing cultural competency in

China, Japan, Indonesia, Thailand, and Turkmenistan. International foods from the five countries

of focus will be catered during lunch time and short breaks between each training session. We

have designed this training specifically on country basis so that it can be taught in shorter time

frames. The benefit of the full-day programming is that the trainees will be exposed to the

similarities and differences within this part of the world.

Pre-reading Material: N/A

Training Developers: Nutthapong Prapatrungsee, Yingyao Zhang, Onia Gelecinskyj,

Gulshat Berdiyeva, Wendi Wijarwadi, and Jeremiah Dean

 2

Concept Map

Cultural Knowledge Cultural Skill

Cultural Awareness Cultural Practice

Religions Basic
Cultural Dimensions Basic Religions
Information Information

Government and China Turkmenistan Government and

Politics Politics

Communication Business Business Communication

Etiquette Etiquette

Religions Basic Basic Religions

Information
Cultural Competency Information

Government and Japan Thailand Government and

Politics Politics

Communication Business Business Communication

Etiquette Indonesia Etiquette

Basic Business
Information Etiquette

Religions Communication

Government and
Politics
 3

Section 1: Analysis
 4

1.1 Organizational Analysis

• Name of Organization:

The Coca-Cola Company

• Overview of Organization

The Coca-Cola Company is a multinational beverage company founded in 1892. Its

operations include manufacturing, distributing, retailing, and marketing of nonalcoholic

carbonated beverages. According to its annual report, Coca-Cola Company owns, licenses, and

markets more than 500 nonalcoholic beverage brands. Coca-Cola, Diet Coke, Fanta, and Sprite

are four among the world’s top five nonalcoholic sparkling beverage brands. Its beverage

products are sold in more than 200 countries in 2014. Its organizational structure consisted of

seven operating segments including Eurasia and Africa, Europe, Latin America, North America,

Asia Pacific, Bottling Investments, and Corporate.

The Coca-Cola Company makes its products available to customers throughout the world

via its network of bottling and distribution operations. The bottling operations are run by both

company-owned or controlled subsidiaries and independent bottling partners. Its distribution

operations are handled by independent distributors, wholesalers, and retailers. The Coca-Cola

Company addresses that “the beverage products under Coca-Cola portfolio account for 1.9

billion or 3.33% of the approximately 57 billion servings of all beverages consumed worldwide

every day.”

According to its annual report in 2014, the Coca-Cola Company owns numerous patents,

copyrights, and trade secrets, as well as substantial know-how and technology. As of December

31, 2014, the Coca-Cola Company had approximately 129,200 employees across more than 200

countries of its business operation.

 5

In addition to a large number of employees around the world, As indicated in its annual

report…

“Part of our success depends on our ability to grow business in emerging and developing

markets, which in turn depends on economic and political conditions in those markets and

on our ability to acquire bottling operations in those markets or to form strategic business

alliances with local bottlers and to make necessary infrastructure enhancements to

production facilities, distribution networks, sales equipment and technology.”

Expanding its operation in emerging and developing markets is among many of the Coca-

Cola Company’s strategies. The company relies on its business partners, like bottling operation,

for a significant portion of its business all over the globe, so it needs to maintain good

relationships with its business partners. According to its annual report, to satisfy its business

partners, the company provides an appropriate mix of incentives to partners through a

combination of pricing and marketing and advertising support, but understanding and

establishing a good relationship with local partners cannot be neglected.

• Vision of the Organization

As stated in the Coca-Cola Company website, they set vision as the framework for its

Roadmap and guides every aspect of our business by describing what they need to accomplish

“in order to continue achieving sustainable, quality growth.” Its vision focuses on six areas

including people, portfolio, partners, planet, profit, and productivity.

- People: Be a great place to work where people are inspired to be the best they can be.

- Portfolio: Bring to the world a portfolio of quality beverage brands that anticipate and

satisfy people's desires and needs.

 6

- Partners: Nurture a winning network of customers and suppliers, together we create

mutual, enduring value.

- Planet: Be a responsible citizen that makes a difference by helping build and support

sustainable communities.

- Profit: Maximize long-term return to shareowners while being mindful of our overall

responsibilities.

- Productivity: Be a highly effective, lean and fast-moving organization.

• Mission of the Organization

The Coca-Cola Company’s roadmap starts with its mission, which is enduring. It declares

the company’s purpose and serves as the standard against which they weigh their actions and

decisions.

- To refresh the world

- To inspire moments of optimism and happiness

- To create value and make a difference

• Business Strategy of the Organization

According to its annual report, the Coca-Cola Company strategies are focusing on

marketing to drive volume growth in emerging markets, increasing its brand value in developing

markets and growing profit in the developed markets. In emerging markets, the company is

investing in infrastructure programs that drive sales volume through increased access to

consumers. In developing markets, where consumer access has largely been established, the

company’s focus is on differentiating its brands. In this developed markets, the company

continue to invest in brands and infrastructure programs, but generally at a slower rate than gross

profit growth.
 7

Consumer demand can vary from one location to another and can change over time

within a single location. So, in order to better the understanding of each customer’s business and

needs, the Coca-Cola Company conducts product and packaging research, establishes brand

positioning, develops precise consumer communications and solicits consumer feedback. The

good relationship between the company and consumers will help company to reach its business

goals.

The Coca-Cola Company also works with several local business partners to address the

local customers’ needs, preferences, and tastes, in order to identify processes that allow the

company to succeed scale and efficiencies, and to share best practices throughout its business

partners to improve a competitive advantage.

• Analysis to Align Training with Business Strategy

The cultural competency development training program will deliver the general ideas,

techniques, necessary knowledge, and example circumstances so that the prospective expat

managers can live and work successfully in the assigned country. This training will also help

them to know how to build a good rapport with people where they will live and work. Since

business strategies of the Coca-Cola Company require the participation of local business partners

to develop and maintain its competitive advantages throughout the world, learning and

developing cultural competency of the Coca-Cola Company expats will, in the end, foster the

company performance. With the better understanding of host country cultures and practices, we

hope that the expatriates will be able to align with host country’s culture and have no or little

difficulties while working in international setting.

 8

1.2 Person Analysis

• Training Audience

Each training session will consist of 30 prospective expatriate managers from U.S.A. who

are scheduled or assigned to work in Asian countries including China, Thailand, Indonesia,

Japan, Turkmenistan. These expatriates will work in the stated countries and will face several

challenges in cultural differences. In need of adaptation, they require a set of context-specific

abilities, such as cultural sensitivity, ability to build good rapport with local colleagues, ability to

handle responsibility, and ability to develop subordinates in assigned countries. The expat

managers who are eligible to work in international bases are required to work for the Coca-Cola

Company for at least 5 years in managing position. Since they have worked for the company for

several years, the expectation is that they possess understanding of Coca-Cola Company business

practices and processes. With their enthusiasm to work internationally, they will be ready and

willing to learn the cultural competency skills, which will be trained and instructed in this

cultural competency development training program.

• Needs Assessment Techniques

Talent Development Division team, which is the department responsible for training and

development at the Coca-Cola Company, determines the need of participant by evaluating skills

needed to perform their prospective tasks in other countries. Then, the name of eligible

participants will be sent to the corporate directors who are in charge of eligible participants.

Then, Corporate directors in every region will send all prospective expat managers. There will be

only 5 participants who can attend the cultural competency development at a time. Other eligible

participants will be trained in other session depending on the urgency of time that eligible

training participants have before going to assigned country. The major reason behind the limited
 9

number of participants is to ensure the effectiveness of this training program that all participants

shall possess the expected competency since too large of training sessions may not be able to

deliver training objectives. The training will be accommodated one month prior to the beginning

of their services in assigned country.

• Analysis of Person Characteristics

The Coca-Cola Company’s Talent Development Division team analyzes the prospective

expat managers’ characteristics in five areas including skills, knowledge, experience, self-

efficacy, and attitude.

- Skills: The eligible trainees should be able to perform their managing task, such as

marketing, manufacturing, financing, and many more in culturally rich settings.

- Knowledge: The eligible trainees are in need of cultural competency in order to deal

with cultural differences in assigned country.

- Experience: The eligible trainees need the perception, awareness, and know-how of

living in assigned foreign country.

- Self-efficacy: The eligible managers believe that they can learn how to live, deal

with, and adjust to cultural differences and overseas norms.

- Attitude: The eligible participants’ attitude is positive and alacritous to learn the other

cultures. They perceive the benefits of this training program and know how can it

improve their well-being in appointed country.

 10

1.3 Task Analysis

• Trainee Job Description

Job Title: Expat Manager Effective Date: May 2016

Location: U.S.A. Organization: The Coca-Cola Company

Analyst: Talent Development Division Approved By: CEO and Corporate

Team Director

The expat manager is responsible for

Business Development
• Deeply understand business partners' organizational context and be able to identify
their implicit needs and recommend appropriate solutions to meet their satisfaction and
customer's’ demand locally
• Achieve yearly performance target set by the Coca-Cola Company

Technical Tasks
• Possess technical and managerial skills, in order to complete the requested task when
selected for international assignments
• Establish, improve, and implement local business strategies and operation to align with
the company values and global strategies
• Regulate the business strategies and operation in their corporate profession
• Supervise and give advice to staff members regarding their performance under their
assigned division
• Develop and maintain the communication between headquarter and local subsidiary
 11

• Procedural Task Analysis

Job Title: Training Coordinator Effective Date: May 2016

Location: Headquarter, Atlanta, Georgia, Organization: The Coca-Cola Company

United States

Analyst: Talent Development Division Approved By: CEO and Corporate Director
Team

Task: Coordination with participants

Performance Standard: To ensure that each trainee is welcomed and understands their Role.

Other Cautions:

Major Sub-headings Sequential Steps in Performing the Work Notes

Headings

1. Upon finding eligible send email, which includes brief overview of C-E
training program and schedule, to ask their interest and confirm their
training participation.
Thank them for wanting to participate in the training session. This
process will take place three months prior to the training session.

2. After verifying the participation confirmation, the participants will be C-M

get the flight ticket to get to the stipulated training place. Upon the
participation confirmation, the hotel will be reserved for the
participants.

3. Three months prior to the training session, send reminder email to all C-E
participants.
Date and time of training session, details of their role and tasks, event
direction and map, what to bring, and dress code are included in the
email.
Thank them again for being a part of the training program.

4. On training day, welcome participants to the training session C-E

Give them the agenda for the day and introduce them to other trainees
Go over the details of their role
Ask them if they have any questions
Thank them again for participating

See below for key to Notes column

*Learning domain: C = cognitive; A = affective; P= psychomotor

*Learning difficulty: E = easy; M = moderate; D = difficult
 12

• Knowledge Task Description

Job or Program: Training Coordinator Page 1 of 1

Location: Headquarter, Atlanta, Georgia, United Effective Date: July 2016

States

Department: Human Capital Solutions Cancels Sheet Dated: None

Analyst: Talent Development Division Team Approved By: (signature of corporate

director)

Task: Designing successful cultural competency development training session at the Coca-
Cola Company headquarter, Atlanta, Georgia, United States

Performance Standard: To ensure that training coordinators know the keys of designing a
successful training session
 13

1.4 Economic Analysis

As our world is increasingly diverse, the skill of cultural awareness is inevitably crucial

to enter the business world. This awareness will be significant to understand the context of the

society as well as to get along with the diversity. For a respected multinational company like

Coca Cola, the skill of cultural awareness is obviously beneficial to understand the unique

characteristic of the countries where the company is operating. On the other hand, the dearth of

culture awareness can lead to damage if it is not adequately managed and controlled.

In addition, many experts also believe that cross cultural awareness is one of the most

crucial aspect to be mastered in this increasingly diverse society. It is not only important to get

along and embrace the diversity, the company even can maintain their profit as well as improve

their benefits by penetrating their market to the more global community. From that stance, the

obvious challenge for Coca Cola is how to manage and to cultivate the sense of cultural

awareness to all stakeholders.

This training is one of the strategic approaches to cultivate the cultural awareness for the

employee especially those who will be assigned as the top executive of Coca Cola company in

the overseas. The implementation of the training will answer the concern about the importance

of having a cultural awareness for Coca Cola.

 14

Table below shows the estimated budget for implementing the training.

Direct Cost USD

Fee for Trainers (6 x 1 hour @ $100) 600

Refreshment ($20*1 day*30 trainees) 600

Total Direct Costs 1,200

Developmental Costs

Fee for program development 3,000

Trainer Registration fee (@ $40*30 trainees) 1,200

Total Developmental Costs 4,200

Total Training Costs 5,400

Cost per trainee 180

As it related to the training budget, it will obviously be a big investment for the company.

However, it will have a significant return. The death of cultural awareness will bring negative

impact to the company profit. A culturally ignored employee will break the company image as

well as fail to build a rapport with customers and clients. It will systematically decrease the

company income since the company will be portrayed failure to adapt with the local

culture. Hence, the training will be beneficial to help the stakeholders managing the attitude and

better understand the culture of local market. Once they are able to cultivate the cross cultural

awareness, they can be more adaptable to the global context and gain the greater profit for the

company.
 15

Section 2: Design and Development

 16

2.1 Training Objectives

• Training Objective 1: participants are expected to obtain the knowledge of what cultural

competency is and how it is useful under the influence of globalization

• Training Objectives 2: participants are able to identify some do’s and dont’s in the

contexts of basic information and norms, communication styles, religion, politics, and

business etiquettes of China, Japan, Indonesia, Thailand along with Turkmenistan

• Training Objectives 3: participants will be able to understand the negative influence of

misunderstand and generalization in a cross-cultural business setting

• Training Objectives 4: participants are able to identify cultural barriers and respect

different beliefs, attitudes and behaviors of cultural identities

2.2 Learning Theory

The learning theories that best describes this cultural competency training are the adult

learning theory and the need theories. Since all of the trainees are adults, they are responsible for

being active learners and are willing to receive new knowledge, information as well as skills.

According to Malcolm Knowles, who came up with the adult learning model, indicated that adult

learners can absorb and digest what they have learned better when they have the awareness of

why they need to learn, have the need to be self-directed, combine working experiences with the

learning situations, apply learning experience with problem-centered approach into learning and

are stimulated to learned by both extrinsic and intrinsic motivators (Noe, 2013).

In addition to the adult learning theory, this training will also be grounded in the need

theories. Since not all of the trainees have the cultural background towards other countries where

they are doing oversea assignments or living in, they have the need to obtain new knowledge in
 17

order to achieve goals. As the need theories indicates that learners will be motivated by the new

information of how the training content relates to the their needs of jobs (Noe, 2013).

2.3 Training Methods

A combination of presentation and hands-on methods will be used to imparted knowledge

in this training. These training methods perfectly match the adult learning theory as well as the

need theories as they require learners’ active engagement throughout the training so that to fulfill

the needs of learning cultural competency knowledge when doing oversea assignments.

Presentation will be given to introduce the definition, model along with the importance of

cultural competency. In addition, several cultures such as China, Thailand, Indonesia, Japan and

Turkmenistan will be introduced via ppt slides. Specifically, the communication styles module of

Indonesia, Thailand as well as Turkmenistan will be introduced in details via video presentation

filmed by natives from the above three countries. The hands-on methods include small group

discussion and role-playing activity are designed to motivate learners to participate actively and

offer them an opportunity to see how well they can reproduce the new knowledge. Trainees will

be assigned to discuss in groups about the content just presented and are asked to do role-playing

activity of a specific culture.

2.4 Lesson Plan Summary

• Course Title: Cultural Competency Training

• Target Audience: Expatriates of Coca-Cola who are doing overseas assignments and

will be living in these designated Asian countries

• Prerequisites: Expat managers’ characteristics in five areas including skills, knowledge,

experience, self-efficacy, and attitude.

• Trainee: Management selected for overseas assignment

 18

• Room Arrangement: Classroom equipped with a whiteboard, screen and projector along

with 6 desks and chairs.

• Materials and Equipment Needed: Computer, a projector with screen, clicker,

PowerPoint slides, reading materials, training handouts, whiteboard with markers.

• Evaluation and Assignments: Role-playing activity and training evaluation

• Lesson Length: The training will begin at 9:00am beginning with a background on

cultural competency and why it is important. After, each of the 5 modules will take 75

minutes to facilitate followed by a 10-minute break; with the exception lunch following

the second module. Lunch will consist of dishes culturally appropriate to all five

countries. In closing, an optional discussion will be held from 5:00pm - 5:30.

Day Schedule Topics TIMELINE

What is Cultural Competency? 9:00am – 9:30am

China 9:30am – 10:45am

Break 10:45am – 10:55am

Japan 10:55am – 12:10pm

Lunch (Cuisine from all 5 countries) 12:10pm – 12:55pm

Indonesia 12:55pm – 2:10pm

break 2:10pm – 2:20pm

Thailand 2:20pm – 3:35pm

break 3:35pm – 3:45pm

Turkmenistan 3:45pm – 5:00pm

Closing Discussion (optional) 5:00pm – 5:30pm

 19

LESSON OUTLINE OF INSTRUCTOR TRAINEE TIMEFRAME

EACH MODULE
Basic Knowledge and Norms Presentation Follow along with 5 mins
hand-out
Government/Politics Presentation Follow along with 5 mins
hand-out
Religion Presentation Follow along with 5 mins
hand-out
Communication Styles Presentation Follow along with 5 mins
hand-out
Business Etiquette Presentation Follow along with 5 mins
hand-out
Group Discussion Facilitate Discussion Q&A 20 mins
Communication Facilitate role Participate in role 20 mins
Activity playing playing
Evaluation Activity Give direction for Fill out worksheet 10 mins
worksheet

2.5 Learning Activities

Since the knowledge is imparted through presentation and video, listening, reading and

watching activities will be designed in this training. Besides, the most important activity is the

role-playing activity. After introducing the five modules: introduction of cultural competency,

communication styles, religion, politics and business etiquettes, trainees will be assigned to act

out different roles in a specific business environment. The purpose of this activity is to stimulate

trainees’ motivation of learning, to reinforce the new learned knowledge as well as to assess how

well they can reproduce what they have learned in the training.
 20

Section 3: Implementation
 21

3.1 Facilitator’s Guide

 22

3.1.1 Module 1: Cultural Competency

3.1.1.1 Lesson Plan of Module 1: Cultural Competency

Program title: Cultural Competency

Lesson title: Cultural Value Dimensions

Lesson Length: 75 minutes

Learning Objective(s):
1. Gain a deeper understanding of what cultural competence is
2. Understand how cultural competency is measured by using the value
dimensions
3. Understand the importance of developing the knowledge and skills of cultural
competency under the influence of globalization

Target Audience: Management for Coca-Cola being sent to China, Indonesia, Japan,
Thailand or Turkmenistan for oversea assignments

Prerequisites:
Trainee: Expat managers in Coca-Cola
Instructor: HRD Coca-Cola staff member qualified for cultural competency
training

Room Arrangement: Classroom equipped with desks and chairs in a half circle facing
the instructor and the projector screen

Materials and Equipment Needed: computer, a projector with screen, clicker,
PowerPoint slides, reading materials, training handouts, whiteboard with markers

Evaluation and Assignments: Question-answer activity


 23

3.1.1.2 Lesson Outline of Module 1: Cultural Competency

Lesson Outline Instructor Trainee Time

Activity Activity
What is Cultural Presentation Follow along with 10 mins.
Competence hand-out
Identity & Authority Presentation Follow along with 10 mins.
hand-out
Risk & Achievement Presentation Follow along with 10 mins.
hand-out
Time & Communication Presentation Follow along with 10 mins.
hand-out

Lifestyle & Rules Presentation Follow along with 10 mins.

hand-out
Expressiveness & Presentation Follow along with 10 mins.
Social Norms hand-out
Activity (Question- Facilitation Participation (paper- 15 mins
answer) based quiz)

 24

3.1.1.3 Learning Activities of Module 1: Cultural Competency

3.1.1.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

• To evaluate how the trainees’ knowledge acquisition of cultural competency is going

• To reinforce trainees’ new learned knowledge of cultural competency

Procedure

After delivering all the information of cultural competency including the definition and

five dimension of it, which are Identity & Authority, Risk & Achievement, Time &

Communication, Lifestyle & Rules and Expressiveness & Social Norms, the question-answer

activity will be conducted to evaluate whether learners have master the new learned knowledge

of cultural competency. Three questions related to the content of cultural competency will be

printed out in papers and distributed to participants. They will be asked to discuss in groups of

six and instructor will ask them to share their opinions in class

after discussion.

The three questions are listed as below:

1. What is cultural competency and how important is it to you at work?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 25

2. What are the five dimension of cultural competency and which ones do you think are useful and

important to you?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What are other aspects of cultural competency you think it is necessary in the business setting?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 26

3.1.1.4 Instructor Guide of Module 1: Cultural Competency

PRESENTATION SLIDES TIPS FOR FACILITATOR

Introduce yourself

Welcome the group

Give an overview of Cultural

Competence

Explain these cultural dimensions:

Identity & Authority

Explain these cultural dimensions:

Risk & Achievement
 27

Explain these cultural dimensions:

Time & Communication

Explain these cultural dimensions:

Lifestyle & Rules

Explain these cultural dimensions:

Expressiveness & Social Norms
 28

3.1.2 Module 2: Developing Chinese Cultural Competency

3.1.2.1 Lesson Plan of Module 2: Chinese Culture

Program title: Developing Chinese Cultural Competency

Lesson title: Basic information, Politics, Religion, Communications styles and

Business etiquettes

Lesson Length: 75 minutes

Learning Objective(s):
1. Understand the Chinese culture in the context of basic background
information, politics, religion, communication styles along with business
etiquettes
2. Understand do’s and dont’s in the aspect of social interaction as well as
business setting in China
3. Have the ability to reproduce the Chinese culture knowledge into the real-life
situations
Target Audience: Expatriates who works in Coca-Cola are sent to China for oversea
assignments

Prerequisites:
Trainee: Expat Managers in Coca-Cola
Instructor: Expat manager who have working experience in China as well as US
for 10 years

Room Arrangement: Classroom equipped with 30 desks and chairs separated into 6
groups in circle.

Materials and Equipment Needed: computer, a projector with screen, clicker,

PowerPoint slides, reading materials, training handouts, whiteboard with markers

Evaluation and Assignments: Questions-Answer, role-playing activity and training

evaluation
 29

3.1.2.2 Lesson Outline of Module 2: Chinese Culture

Lesson Outline Instructor Activity Trainee Activity Time

Training Presentation & PPT Listening & Watching 5 mins
introduction and
objectives
Basic information Presentation & PPT Listening & Watching 5 mins
of China
Politics Presentation & PPT Listening & Watching 5 mins
Religion Presentation & PPT Listening & Watching 5 mins
Communication Presentation & PPT Listening & Watching 5 mins
Styles
Business Etiquettes Presentation & PPT Listening & Watching 5 mins
Break 5 mins
Activity: Facilitation Participation 15 mins
Question-Answer
Activity: Video & Facilitation Watching & Participation 15mins
Role Playing
Conclusion Presentation Listening 5 mins
Evaluation Facilitation Participation 5 mins
Total 75 mins
 30

3.1.2.3 Learning Activities of Module 2: Chinese Culture

3.1.2.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

• To evaluate how well the trainees have obtained the new knowledge of the Chinese

culture

• To strengthen trainees’ new-learned knowledge of the Chinese culture in the business

settings

Procedure

After imparting all the knowledge of the Chinese culture in the context of basic

information, politics, religion, business etiquettes and communication styles, the question-answer

activity will be conducted to assess how well the learners have obtained the information of the

Chinese culture. Three questions will be presented through PPT slides and learners are asked to

discuss into small groups (six per group). Learners need to write down their answers on the

whiteboard after discussion and instructor will then provide right answers as well as detailed

explanation.

The three questions are listed as below:

1. Which of the following countries has the largest population in the world.

A. Thailand

B. China

C. Indonesia

D. Japan

E. Turkmenistan
 31

2. How does the Chinese business environment look like? (Check all that apply)

A. individualistic

B. long-termed orientated

C. masculine-focused

D. high power distance

E. low uncertainty avoidance

3. Which of the following behaviors are appropriate in the Chinese business setting?

A. hand business card with one hand

B. greet clients by shanking hands

C. call clients’ first name when greeting

D. be punctual for meetings

 32

3.1.2.3.2 Learning Activity 2

The Role-Playing Activity

Objectives

• To identify the do’s and dont’s under the context of business etiquettes in China

• Be able to reproduce the knowledge and come up with solutions to solve real-life cultural

conflicts when doing oversea assignment in China

Procedure

A three-minute-long video will be played to introduce some ‘No’ behaviors in the

Chinese business culture. The video will be presented three times. For the first time, I would like

the trainees to have an overview of what was going on. Trainees will be asked to take note and

identify the cultural mistakes that the US expatriate after watching the second time. Trainees will

be assigned into small groups (six per group) to discuss what mistakes they have found and write

down in the whiteboard. At the last time, I will identify all the mistakes by pausing the video to

explain what went wrong. Trainees will have a role-playing activity after that to perform the

correct and appropriate manners based on the video scenario.

 33

3.1.2.4 Instructor Guide of Module 2: Chinese Culture

Activity Explanation of the Activity

Facilitator will introduce this training
module, which is the Chinese culture.

Trainer will inform trainees what will

be covered in this training section:
training objectives, basic information
of China, politics, religion, business
etiquettes, communication styles and
activities.

Instructor will introduce what the

training objectives are to trainees.
 34

Basic information about China such

as its location, population, name of
the country, foundation date, capital,
currency, language and climate will
be provided to participant to help
them have a sense of what China
looks like.

Famous landmarks in China will also

be introduced along with pictures
within the basic information portion.

Facilitator will explain the Chinese

politics to participants. Facilitator will
introduce the name of the Chinese
politics, its leading party (CCP) the
characters of the main politics.
(hierarchy).
 35

Trainer will introduce all the religions

exist in China which are Buddhism,
the main religion, Confucianism,
Islam and Christianity. Detail
information will be provided from the
aspect of their history, beliefs and
core values.

The knowledge of the Chinese

business etiquettes will be imparted
by using Hofstede’s five cultural
dimension, which are power distance,
collectivism, uncertainty avoidance,
masculinity and long-termed
orientation, along with other do’s and
dont’s in the Chinese business setting
such as greeting, how to hand
business cards, numbers related to
business and business attitudes.

Facilitator will give an overview of

how Chinese communicate with each
other in the business setting as well as
daily interaction. The characters of
the Chinese communication style will
be highlighted, which are indirection
and conservatism.
 36

The question-answer activity will be

conducted after delivery all the
information to assess how well the
learners have obtained the new
knowledge. Three questions related to
the Chinese culture will be presented
and trainees are asked to discussed in
groups of six and write down their
answers on the whiteboard.

The question-answer activity will be

conducted after delivery all the
information to assess how well the
learners have obtained the new
knowledge. Three questions related to
the Chinese culture will be presented
and trainees are asked to discussed in
groups of six and write down their
answers on the whiteboard.

The second activity is the role-playing

activity and it is designed to see if
participants are able to reproduce
what they have learned into the real-
life situations. A three-minute-long
video will be played three times and
trainees are asked to take notes while
watching for the first and second time
to identify the cultural mistakes made
in the video. They will discuss in
groups of six and write down their
answers. Trainer will provide the
right answers while playing for the
last time and offer explanation. After
that trainees will do the role-playing
activity by performing the correct
manners.
 37

Facilitator will go over the content

covered in this training section again.
Trainers will provide feedback on
how participants are doing in this
training and also offer suggestion for
future use.
 38

3.1.3 Module 3: Developing Japanese Cultural Competency

3.1.3.1 Lesson Plan of Module 3: Japanese Culture

Program title: Developing Japanese Cultural Competency

Lesson title: Basic information, Politics, Religion, Communications styles and

Business etiquettes

Lesson Length: 75 minutes

Learning Objective(s):
1. Understand the Japanese culture in the context of basic background
information, politics, religion, communication styles along with business
etiquettes
2. Understand interactions within social and business settings in Japanese culture
3. Obtain a level of comfort operating within Japanese society

Target Audience: Management for Coca-Cola being sent to Japan for oversea
assignments

Prerequisites:
Trainee: Expat managers in Coca-Cola
Instructor: HRD Coca-Cola staff member qualified for cultural competency
training

Room Arrangement: Classroom equipped with 30 desks and chairs in a half circle
facing the instructor and the projector screen

Materials and Equipment Needed: computer, a projector with screen, clicker,

PowerPoint slides, reading materials, training handouts, whiteboard with markers

Evaluation and Assignments: Questions-Answer, role-playing activity and training

evaluation
 39

3.1.3.2 Lesson Outline of Module 3: Japanese Culture

JAPAN MODULE INSTRUCTOR TRAINEE TIMEFRAME

Basic Knowledge and Presentation Follow along with 5 mins.
Norms hand-out
Government/Politics Presentation Follow along with 5 mins.
hand-out
Religion Presentation Follow along with 5 mins.
hand-out
Business Etiquette Presentation Follow along with 5 mins.
hand-out

Communication Styles Presentation Follow along with 5 mins.

hand-out
Group Discussion Facilitate Discussion Q&A 20 mins.
Communication Facilitate role playing Participate in role 20 mins.
Activity with Video playing
Evaluation Activity Give direction for Fill out worksheet 10 mins.
worksheet
 40

3.1.3.3 Learning Activities of Module 3: Japanese Culture

3.1.3.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

• To evaluate how well the trainees have obtained the new knowledge of the Japanese

culture

• To strengthen trainees’ new-learned knowledge of the Japanese culture in the business

settings

Procedure

Following the presentations of Japanese culture in the context of basic information,

politics, religion, business etiquettes and communication styles, three questions will be asked to

assess how well the learners have obtained the information.

The three questions are listed as below:

Question 1: The most important value in the Japanese culture is

___ Power/Authority ___ Wisdom/Knowledge

___ Spirituality/Faith ___ Harmony/Relationship

___ Money/Wealth

Question 2: the term “face” …

___ is very significant in Japanese society

___ can be gained or lost

___ is a representation of one’s dignity and status

___ All of the above

 41

Question 3: Of Hofstede’s Cultural Dimensions, Japan and the US are closest

___ in long-term orientation

___ in power distance

___ in individualism

___ in uncertainty avoidance

3.1.3.3.2 Learning Activity 2

The Role-Playing Activity

Objectives

1. Observe a short video on greeting, bowing, and proper pronunciation and use of common

phrases

2. Practice customary greetings and verbal/non-verbal communication

3. Allow trainees a chance to practice dealing with cultural situation; handling business cards

and negotiating

Procedure (For the Facilitator):

Three-minute video communication in the Japanese business culture will be played

followed by exercises practicing communication and interaction.

 42

3.1.3.4 Instructor Guide of Module 3: Japanese Culture

Activity Explanation of the Activity

Briefly introduce yourself

Welcome the trainees

Address the focus of the Module;

Japan

Briefly explain the five topics of

focus and why they will be
beneficial to learn

Give the geographical orientation

of:
• Japan’s major islands
• Japan’s major cities
• Neighboring countries
• Surrounding waterways

Explain national symbols,

monuments, and pastimes
 43

Discuss the Japanese Yen and their

denominations

Speak about the exchange rate and

give context to expected cost of
living

Briefly explain the political and

governmental structure

Identify the Emperor, Prime

Minister and the differences
between the two

Introduce the importance of the

Shinto religion

Explain the nature of Kami(God);

Specifically Inari
 44

Tie everything back together with

a focus on business

How the Japanese operate

Discuss proper greetings

Review some common phrases

 45

3.1.4 Module 4: Developing Indonesian Cultural Competency

3.1.4.1 Lesson Plan of Module 4: Indonesian Culture

Program title: Developing Indonesian Cultural Competency

Lesson title: Basic information, Politics, Religion, Communications styles and Business
etiquettes

Lesson length: 75 minutes

Learning Objectives:
1. Understand the basic of Indonesian Culture
2. Cultivate the awareness and develop the skill of cultural understanding in Indonesia
3. Practice the cultural understanding about Indonesia

Target audiences: This training is targeting 30 Coca-Cola expat managers who are scheduled
to work in Asia.

Prerequisites:
Trainee: The Coca-Cola prospective expat managers
Instructor: Previous seasoned expat manager who had worked in Indonesia for at least
5 years

Room Arrangement: Training room seats will be place in circle setting

Materials and Equipment Needed: Computer, Projector with screen, Clicker, PowerPoint
slides, Trainee’s manual, Whiteboard with markers

Evaluation and Assignments: Quiz activity and Role play activity

 46

3.1.4.2 Lesson Outline of Module 4: Indonesian Culture

Lesson Outline Instructor Activity Trainee Activity Time

Training Presentation & PPT Listening & Watching 5 mins
introduction and
objectives
Basic information Presentation & PPT Listening & Watching 5 mins
of Indonesia
Currency use Presentation & PPT Listening & Watching 5 mins
Government Presentation & PPT Listening & Watching 5 mins
system and Politics
Religion Presentation & PPT Listening & Watching 5 mins
Communication Presentation & PPT Listening & Watching 5 mins
Styles
Business Etiquettes Presentation & PPT Listening & Watching 5 mins
Activity: Facilitation Participation 15 mins
Question-Answer
Activity: World Facilitation Participation 15mins
Café Discussion
Discussion and Presentation Listening 5 mins
Conclusion
Evaluation Facilitation Participation 5 mins
Total 75 mins
 47

3.1.4.3 Learning Activities of Module 4: Indonesian Culture

3.1.4.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

1. To evaluate the extent to which the training participants learn Indonesia culture

2. To clarify some important features of culture to avoid stereotype

3. To enhance the understanding of participants

Procedure (For the Facilitator):

After the instruction of basic information, politics, currency, religions, cultural dimensions,

business etiquettes, and communication styles in Indonesia, the participants will be asked to check

their understanding about what they are learning from the class. All trainees will be asked to

answer three multiple-choice questions in the answer sheet. After all trainees complete in a given

time, the facilitator will explain the answer of each question with clear reason behind it.

The three questions are listed as below:

1. What is the slogan of Indonesia?

A. Bhineka Tunggal Ika

B. Pancasila

C. Country of Thousand Islands

D. Respect and Honor

E. Respecting the diversity

 48

2. Which of the following statements is true about? (Choose all that apply)

A. Indonesia has the longest coastal line in the world

B. Indonesia is an Islamic Country

C. Indonesia employs extended family system

D. Indonesia shares similar value with the USA in term of cooperation.

E. It is polite to call an older people with their names.

3. What is true about the governmental system of Indonesia?

A. It applies mono-party system

B. President can govern the country for more than three periods

C. People can vote the president based on the system of ‘One Man One Vote’

D. Talking about politics should be avoided

E. Indonesia is federal country

 49

3.1.4.3.2 Learning Activity 2

The Discussion Activity

Objectives

• To compare and contrast the cultural value in Indonesia and the USA

• To demonstrate the understanding of the trainees on the material

• To share personal opinion about the cultural values of Indonesia

Procedure:

The role play activity will employ the world café system where the role of facilitator is

crucial to lead the discussion. The procedure for implementing the world café are as follows:

1. The facilitator explains the basic concept of World Café; everyone should contribute and

everyone will discuss in the group of 5

2. The facilitator will point the host of each table to coordinate the discussion. The host will

sit in the same table for the whole discussion

3. The facilitator prepares three question related to the cultural awareness and raise the

question once in for one discussion round. For example, “What are the similarities and

differences of Indonesia and the USA culture?”. Facilitator can elaborate more questions

related to the topic

4. Everyone will go around the table in every discussion round except the host

5. The last group table share their insight from the discussion.

6. The questions for the discussion are: 1) What are the similarities and difference of the

culture of Indonesia and USA? 2) What is the most interesting feature of Indonesian

culture? 3) How to develop the awareness in order to be culturally competent?

 50

3.1.4.4 Instructor Guide of Module 4: Indonesian Culture

Activity Explanation of the Activity
This map illustrates the close connection
between Indonesia and the USA.
Presenting this map is important to build a
first impression for the participant about
the relation between two countries. In
term of cultural competence, building the
closeness is crucial.

Indonesia in brief is informing three

basics information about Indonesia:
currency, national logo and philosophy,
and the flag. The facilitator can elaborate
the information such as informing the the
exchange value of dollar to rupiah.

Many USA people do not know what

Indonesia looks like. This map will help
them to visualize Indonesia
 51

Presenting the world map and locating the

position of Indonesia.

Knowing the basic information about a

country is crucial to develop a rapport
with the people from the targeted country.
In this context, these facts will help
trainee to learn the detail about Indonesia.

It is important to understand the common

norms of Indonesia in order to
communicate effectively with Indonesian.
However, the facilitator needs to
emphasize the term ‘common’. It means
that there are possibilities for different
character of Indonesian
 52

First topic is about politics and

government. The facilitator needs to
explain thoroughly about this information
since business is closely related with the
nation stability and politics.

Indonesia constitutionally put an emphasis

on the religion role in the nation
philosophy. The first principle of
Indonesia called Pancasila accentuate the
role of religion as “Belief in the one and
only God”. Officially, the government
only recognizes six religions namely
Islam, Christian, Catholics, Hindu,
Buddhism, and Confusions.

As a religious state, religion has been the

most important part of Indonesian people.
According to Gallup Survey in 2009, 99%
people in Indonesia perceived religion as
the important aspect in their life. The
majority of people embrace Islamic
Religion. Even, Indonesia is also the most
populated Muslim country in the world
where 87% people embrace Islamic
religion.
 53

Polite and indirect are two common

approaches of communication pattern. It is
to show respect to people and make an
extra effort not to offend or harm people.
It then leads to communicate in a
diplomatic approach and reluctantly speak
what they really want to say to avoid
tension. We may speak something but we
do not mean to it.

Bahasa Indonesia is the national language

of Indonesia. People sometimes called it
“Bahasa” means language. This is the
example of common greeting used in the
first time we meet. Don’t forget to give
your hand and shake the people you meet.
It is a common practice in Indonesia.

These three greeting are the other

common words used by Indonesia.
Facilitator may add other words to
familiarize with Indonesian language
 54

These lists are important to remember and

understand. Two additional information
that may be important are Confirming the
participation one or two days before the
agenda, and make sure to wear a formal
and appropriate shirt in attending the
meeting. Wearing T-Shirt, short pants, and
sandal considers as an appropriate manner
to attend the meeting.

Facts that are worthwhile to memorize.

Facilitator lead the discussion using the

world café system to better understand the
information
 55

Facilitator uses the questions in the

facilitator guide manual

Facilitator conclude the material

Closing the session with using Indonesian

Language
 56

3.1.5 Module 5: Developing Thai Cultural Competency

3.1.5.1 Lesson Plan of Module 5: Thai Culture

Program title: Developing Thai Cultural Competency

Lesson title: Basic information, Politics, Religion, Communications styles and Business
etiquettes

Lesson length: 75 minutes

Learning Objectives:
1. Develop the understanding of Thai culture
2. Possess the awareness and skills to tolerate and deal with the culture in Thailand

Target audiences: This training is targeting 30 Coca-Cola expat managers who are scheduled
to work in Asia.

Prerequisites:
Trainee: The Coca-Cola prospective expat managers
Instructor: Nutthapong Prapatrungsee, previous seasoned expat manager who had
worked in Thailand for at least 5 years

Room Arrangement: Training room seats will be place in circle setting

Materials and Equipment Needed: Computer, Projector with screen, Clicker, PowerPoint
slides, Trainee’s manual, Whiteboard with markers

Evaluation and Assignments: Quiz activity and Role play activity

 57

3.1.5.2 Lesson Outline of Module 5: Thai Culture

Lesson Outline Instructor Activity Trainee Activity Time

Training Presentation & PPT Listening & Watching 5 mins
introduction and
objectives
Basic information Presentation & PPT Listening & Watching 5 mins
of Thailand
Government Presentation & PPT Listening & Watching 5 mins
system and Politics
Currency use Presentation & PPT Listening & Watching 5 mins
Religion Presentation & PPT Listening & Watching 5 mins
Business Etiquettes Presentation & PPT Listening & Watching 5 mins
Communication Presentation & PPT Listening & Watching 5 mins
Styles
Activity: Facilitation Participation 15 mins
Question-Answer
Activity: Role Facilitation Participation 15mins
Playing
Discussion and Presentation Listening 5 mins
Conclusion
Evaluation Facilitation Participation 5 mins
Total 75 mins
 58

3.1.5.3 Learning Activities of Module 5: Thai Culture

3.1.5.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

• To evaluate the extent to which the training participants learn Thai culture

• To correct the misunderstanding about Thai culture and practices

• To better the understanding of participants

Procedure

After the instruction of basic information, politics, currency, religions, cultural

dimensions, business etiquettes, and communication styles in Thailand, the participants will be

asked to check their understanding about what they learn in the class. All trainees will be asked

to answer three multiple-choice questions in the answer sheet. After all trainees complete in a

given time, the facilitator will explain the answer of each question with clear reason behind it.

The three questions are listed as below:

1. Which of the following countries has no inland territory next to Thailand?

A. Cambodia

B. Indonesia

C. Malaysia

D. Myanmar

E. Laos
 59

2. Which of the following statements is true about Thailand? (Choose all that apply)

A. Thailand has more power distance relative to U.S.

B. U.S. is more collectivistic relative to Thailand

C. Thailand possesses higher level of masculinity relative to U.S.

D. Thailand has higher propensity in uncertainty avoidance relative to U.S.

E. U.S. and Thailand are very similar in the way that both are short-term oriented

3. Which of the following topics should be avoided when you have discussion with Thai

people? (Choose the most correct one)

A. Weather, Salary, Family

B. Politics, Religion, Royal Family

C. Job, Sexual Orientation, Age

D. Their mistakes, Vacation, Education

 60

3.1.5.3.2 Learning Activity 2

The Role Play Activity

Objectives

• To allow the trainees to have a chance to practice how to deal with cultural differences in

the simulated situation

• To demonstrate what the trainees should and should not do in Thailand with simulated

situation

Procedure:

The learning activity for this training will involve several role plays that will take the

training participants to face the simulated situation. The trainees will be asked to act in several

situations that allow them to connect and practice the skills and knowledge they learn from the

lecture section. The facilitator will give the suggestion to the trainees, in case that trainees do not

possess the skills to deal with in a certain situation. After the role play activity, the trainees will

have the opportunity to discuss about the culture differences between Thailand and U.S. in or der

to give them clearer picture of how different it is. There will be five scenarios including…

1. Before meeting

2. Giving feedback

3. Refusing invitation

4. Asking general question to Thai people

5. Getting familiar with Thai colleagues

 61

3.1.5.4 Instructor Guide of Module 4: Thai Culture

Activity Explanation of the activity
Facilitator introduces the trainees about the
training of culture in Thailand.

Facilitator presents the topics within this

training. The topics include training
objectives, basic information about
Thailand, government system and politics,
currency use, religion, the Hofstede’s
cultural dimensions, business etiquettes,
communication styles, quiz activity, and
role play activity.
Facilitator explains the training objectives
to the participants.

Basic information is provided in order to

give participants general ideas about
Thailand. The basic information about
Thailand consists of its capital, geological
location, population, official language,
greeting way, and climate.

Facilitator will explain the trainees about

government system and politics in Thailand.
Then, he/she will lead the discussion how
these institutions affect the business
practices in Thailand. For example, the
royal family is highly revered by most of
Thai people, so paying tribute and respect to
this institution will promote the social
acceptance toward the company.
 62

The currency units will be introduced to

trainees in order to give them the know-how
of the currency use and cost of living in
Thailand

Facilitator will explain the major religions

in Thailand and their influences on business
practices. For example, in the major
festivals in Thailand, which closely tie with
religion, the company should do a certain
advertisement on a certain day. The
company can donate the money to a certain
religion organization and use that amount of
money as tax deduction at the end of the
year.
The differences between Thailand and U.S.
Hofstede’s cultural dimensions will be
explained to give the trainees general idea
and the sense of the cultural difference
level. For example, Thai people are more
collectivistic and normally go for lunch or
dinner as a group. In order to make Thai
people feel that you are a part of the group,
you should go with them. This will promote
a good relationship with Thai colleagues
greatly.
Facilitator explains the business etiquettes
and what Thai people think behind these
etiquettes. Having small discussion about
their well-being or general social issues
happened to date, for example, at the
beginning of business meeting will help
breaking the ice and create the friendly
atmosphere. If you get directly to the
business right away at the beginning of the
meeting, Thai people may feel like you try
to take benefits from them.
 63

Facilitator will address the common

communication styles among Thai people to
trainees. For example, Thai people normally
smile to everybody. While in many culture,
smiling very often may be considered as
rude. So, if Thai people are smiling at you,
you can just smile back and do not take it
serious.

Facilitator ask 3 question regarding

Thailand basic information and culture to
training participants.
 64

Facilitator leads the role play activity by

performing what should not be done in 5
scenarios including before business
meeting, giving feedback, refusing
invitation, asking general questions to Thai
people, and getting familiar with Thai
colleagues.

Facilitator summarizes all key information

about Thailand and allow trainees to ask the
questions they may have. At the end of
training session, facilitator say thank you to
the trainees.
 65

3.1.6 Module 6: Developing Turkmen Cultural Competency

3.1.6.1 Lesson Plan of Module 6: Turkmen Culture

Program title: Developing Turkmen Cultural Competency

Lesson title: Basic information, Politics, Religion, Communications styles and Business
etiquettes

Lesson Length: 75 minutes

Learning Objective(s):
1. Understand the Turkmen culture, getting to know about the country, its culture,
traditions, and the country’s government
2. Understand the common rules and etiquette in Turkmen society as well as its impact to
business relationships.
3. Knowledge transfer in the workplace.

Target Audience: Managers in Coca-Cola who are being sent to Turkmenistan for offshore
assignments

Prerequisites:
Trainee: Managers in Coca-Cola
Instructor: Gulshat Berdiyeva

Room Arrangement: Classroom and tables put together in the shape of square, the classroom
should be big enough for 30 people.

Materials and Equipment Needed: computer, a projector with screen, whiteboard with
markers, Internet,

Evaluation and Assignments: Questions-Answer, demonstration activity and training

evaluation
 66

3.1.6.2 Lesson Outline of Module 6: Turkmen Culture

Lesson Outline Instructor Trainee Activity Time

Activity
Training introduction and objectives Presentation & Listening & Watching 5 mins
PPT
Basic information of Turkmenistan Presentation & Listening & Watching 5 mins
PPT
Politics Presentation & Listening & Watching 5 mins
PPT
Religion Presentation & Listening & Watching 5 mins
PPT
Business Etiquettes Presentation & Listening & Watching 5 mins
PPT
Break 10 mins
Activity: Facilitation Participation 15 mins
Question-Answer
Activity: Demonstration and practice Facilitation Watching & 15mins
Participation
Conclusion Presentation Listening 5 mins
Evaluation Facilitation Participation 5 mins
Total 75 mins
 67

3.1.6.3 Learning Activities of Module 6: Turkmen Culture

3.1.6.3.1 Learning Activity 1

The Question-Answer Activity

Objectives

• To evaluate the level of acquisition of the training information about Turkmen culture

• To answer questions from trainees to make the topic clear and to reduce the

misunderstanding.

Procedure

After the instruction of basic information, politics, currency, religions, cultural dimensions,

business etiquettes, and communication styles in Turkmenistan, in order to strengthen the gained

knowledge participants will have to answer some question related to the information that was

covered. All trainees will be asked to answer three multiple-choice questions in the worksheet that

facilitator will provide.

The three questions are listed as below:

1. Which of the following cities is the capital of Turkmenistan?

A. Cambodia

B. Tashkent

C. Ashgabat

D. Moscow
 68

2. What is the currency of Turkmenistan? (Check all that apply)

A. Tenne

B. Manat

C. Rubl

D. U.S. dollar

3. Please write True or False after each statement about Turkmenistan.

A. Turkmen people usually can ask personal questions.

B. It is ok to share your views about Turkmen politics and Government.

C. As a Foreign Visitor I have to notify officials of my travel plans.

D. Education in Turkmenistan is expensive.

3.1.6.3.2 Learning Activity 2

The Demonstration Activity

Objectives:

• To strengthen the knowledge gained in the training.

• Provide more visual examples of the topics covered during the training.

Procedure:

A three-minute-long video will be shown to participants. The video will show some of the do’s

and don’ts while you are in Turkmenistan. The participants will have a chance to watch it two

times in the first time they will work in a group and try to guess the reasons or certain actions.

The second time the facilitator will be giving more in depth knowledge about those actions.
 69

3.1.6.4 Instructor Guide of Module 6: Turkmen Culture

Activity Explanation of the Activity

Facilitator introduces the
trainees about the training of
culture in Turkmenistan

Basic information is provided

in order to give participants
general ideas about
Turkmenistan

Facilitator will explain the

trainees about government
system and politics in
Turkmenistan. Then, she will
lead the discussion how these
institutions affect the business
practices and generally the
country’s everyday life. For
example, discussion of the
politics and judgements
toward that topic should not
take place.
 70

The currency units will be

introduced to trainees in order
to explain them the usage and
cost of living in Turkmenistan.

Facilitator will explain the

major religions in
Turkmenistan and their
influences on business
practices. For example, notify
the trainees about the religious
holidays and things that are
commonly done on those
days.

Facilitator introduces the

business etiquettes and
explains all the important
points about how business is
run in Turkmenistan and the
possible reasons for certain
procedures.

 71

Famous landmarks will be

introduced and explained in
some cases facilitator will tell
the historical meaning of some
landmarks.

Facilitator will make sure to

explain the required
documentation works that
should be done in order to set
up a travel plan to those
landmarks.
 72

3.2 Trainee’s Manual

 73

How to Use this Trainee’s Manual

This training manual for the Cultural Competency Training is designed to help trainees

who currently work in Coca Cola company and will be send to accomplish oversea assignment in

Asian countries such as China, Japan, Indonesia, Thailand and Turkmenistan to obtain the

cultural knowledge of these countries in order to adjust the new working and living environment.

Training Objectives:

1. Establish knowledge of cultural competency to increase cultural awareness when doing

oversea assignments

2. Promote understanding of the above five cultures in the context of business setting as

well as social interaction

3. Provide practical learning experience for knowledge reinforcement in cultural

competency

Section 1 is the introduction of cultural competency. In this section, we will impart the

knowledge of what cultural competency is and why it is important under the influence of

globalization.

Section 2 focuses on the Chinese culture and basic information of China, such as

location, population, weather and so on. Besides, its politics, religious belief, business

environment as well as communication styles will be introduced too.

Section 3 focuses on the Japanese culture. We will give an overview of the basic norms

of Japan along with its politics, religion, business etiquettes and communication styles.

Section 4 will be the introduction of Indonesia. Basic information of this country, its’

politics, religion, business climate and how people communication will be provided in this

portion.
 74

Section 5 is the introduction of the Thai culture. We will give an overview of the Thai

culture in the perspectives of its basic norms, politics, religion, business etiquettes and

communication styles.

Section 6 will be the description of Turkmenistan. Information of its culture will be

provided in these five modules: basic county information, politics, religion, business etiquettes

and communication styles.

 75

3.2.1 Module 1: Cultural Competency

3.2.1.1 Outline/Agenda

1.1.1 Cultural Competency

• Definition

• Five dimension of cultural competency

1. Identity & Authority

2. Risk & Achievement

3. Time & Communication

4. Lifestyle & Rules

5. Expressiveness & Social Norms

1.1.2 Learning Activity

• Question-answer discussion

1.1.3 Summary

1.1.4 PowerPoint Slides

 76

3.2.1.2 Learning Activity

3.2.1.2.1 Activity 1

The Question-Answer Activity

Objectives

1. To strengthen the knowledge acquisition of cultural competency

2. To understand the importance of cultural competency in cross-cultural business setting

Procedure

You will be asked to answer the three questions printed in the paper and discuss in groups

of six. Facilitator will ask you to share what you have discussed or your own opinions.

The three questions are listed as below:

1. What is cultural competency and how important is it to you at work?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What are the five dimension of cultural competency and which ones do you think are useful

and important to you?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 77

3. What are other aspects of cultural competency you think it is necessary in the business setting?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Time for questions will also be given if you have further questions or concerns related to the

content of cultural competency.

Questions:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 78

3.2.1.3 PowerPoint Slides

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
 79

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
 80

3.2.2 Module 2: Developing Chinese Cultural Competency

3.2.2.1 Outline/Agenda

2.1.1 Introduction of the Chinese culture

• Basic Information of China

• Politics

• Religion

• Business Etiquettes

• Communication Styles

2.2.2 Activity

• Question-answer Activity

• Role-playing Activity

2.2.3 Discussion and Summary

2.2.4 PowerPoint Slides

 81

3.2.2.2 Learning Activities

3.2.2.2.1 Learning Activity 1

The Question-Answer Activity

Objectives

1. To strengthen the new-learned knowledge of the Chinese business culture

2. To assess how much and how well the new knowledge acquisition is

Procedure

You are asked to work in groups of six to discuss the three questions related to the Chinese

culture just presented and write down the final answer of each question on the whiteboard.

The three questions are listed below:

1. Which of the following countries has the largest population in the world.

A. Thailand

B. China

C. Indonesia

D. Japan

E. Turkmenistan

2. How does the Chinese business environment look like? (Check all that apply)

A. individualistic

B. long-termed orientated

C. masculine-focused

D. high power distance

E. low uncertainty avoidance

 82

3. Which of the following behaviors are appropriate in the Chinese business setting?

A. hand business card with one hand

B. greet clients by shanking hands

C. call clients’ first name when greeting

D. be punctual for meetings

After the instructor provide the right answer and explanation, you are welcome to ask any questions

related to the Chinese culture if you have.

Questions:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 83

3.2.2.2.2 Learning Activity 2

The Role-Playing Activity

Objectives

1. To identify the do’s and dont’s under the context of business etiquettes in China

2. Be able to reproduce the knowledge to solve real-life cultural conflicts when doing business

in China

3. To increase cultural awareness and understand the importance of cultural competency

Procedure

A three-minute-long video will be played three times to you before the role-playing

activity. The first time is to help you have an overview of what is going on between the two parties.

You are required to take note and identify the cultural mistakes that the US expatriate made in the

meeting with his two potential Chinese clients and then discuss in groups of six of what you have

observed. Write down your answers on the whiteboard after finishing discussion. Instructor will

then provide the answers with explanation when playing the third time. You will have a role-

playing activity based on the scenario in the video and you are asked to perform the correct and

formal manners.
 84

3.2.2.3 Discussion

What are the cultural mistakes that the US expatriate made in the meeting? Please explain it.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How will you correct the mistakes if you were the US expatriate? What are the other solutions?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 85

3.2.2.4 PowerPoint Slides

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 86

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 87

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 88

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 89

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 90

3.2.3 Module 3: Developing Japanese Cultural Competency

3.2.3.1 Outline/Agenda

3.1.1 Introduction of the Japanese culture

• Basic Information of Japanese

• Politics

• Religion

• Business Etiquettes

• Communication Styles

3.1.2 Learning Activity

• Question-answer Activity

• Role-playing Activity

3.1.3 Trainee Hand-out

• PowerPoint Slides
 91

3.2.3.2 Learning Activities

3.2.3.2.1 Activity 1

The Question-Answer Activity

Objectives

1. To evaluate how well the trainees have obtained the new knowledge of the Japanese

culture

2. To strengthen trainees’ new-learned knowledge of the Japanese culture in the business

settings

Procedure

Following the presentations of Japanese culture in the context of basic information,

politics, religion, business etiquettes and communication styles, three questions will be asked to

assess how well the learners have obtained the information.

Question 1: The most important value in the Japanese culture is

___ Power/Authority

___ Wisdom/Knowledge

___ Spirituality/Faith

___ Harmony/Relationship

___ Money/Wealth

Question 2: the term “face” …

___ is very significant in Japanese society

___ can be gained or lost

___ is a representation of one’s dignity and status

___ All of the above

 92

Question 3: Of Hofstede’s Cultural Dimensions, Japan and the US are closest

___ in long-term orientation

___ in power distance

___ in individualism

___ in uncertainty avoidance

 93

3.2.3.2.2 Activity 2

The Role-Playing Activity

Objectives

4. Observe a shot video on greeting, bowing, and proper pronunciation and use of common

phrases

5. Practice customary greetings and verbal/non-verbal communication

6. Allow trainees a chance to practice dealing with cultural situation; handling business cards

and negotiating

Procedure

A three-minute video on communication in the Japanese business culture will be played

followed by exercises practicing communication and interaction.

 94

3.2.3.3 PowerPoint Slides

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________
 95

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________
 96

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________
 97

3.2.4 Module 4: Developing Indonesian Cultural Competency

3.2.4.1 Outline/Agenda

4.1.1 Introduction to Indonesia Culture

• Basic Information of Indonesia

• Government System and Politics

• Religion

• Communication Styles

• Business Etiquettes

4.1.2 Learning Activity

• Quiz Activity

• World Cafe Discussion Activity

4.1.3 Discussion and Summary

4.1.4 PowerPoint Slides

 98

3.2.4.2 Learning Activities

3.2.4.2.1 Activity 1

The Question-Answer Activity

Objectives

1. To evaluate the extent to which the training participants learn Indonesia culture

2. To clarify some important features of culture to avoid stereotype

3. To enhance the understanding of participants

Procedure

You are asked to answer three question individually. You will be given 3 minutes to

complete 3 questions. Then the facilitator will answer the question one by one and lead the

discussion.

1. What is the slogan of Indonesia?

A. Bhineka Tunggal Ika

B. Pancasila

C. Country of Thousand Islands

D. Respect and Honor

E. Respecting the diversity

2. Which of the following statements is true about? (Choose all that apply)

A. Indonesia has the longest coastal line in the world

B. Indonesia is an Islamic Country

C. Indonesia employs extended family system

D. Indonesia shares similar value with the USA in term of cooperation.

E. It is polite to call an older people with their names.

 99

3. What is true about the governmental system of Indonesia?

A. It applies mono-party system

B. President can govern the country for more than three periods

C. People can vote the president based on the system of ‘One Man One Vote’

D. Talking about politics should be avoided

E. Indonesia is federal country

3.2.4.2.2 Activity 2

The World Café Discussion Activity

Objectives

• To compare and contrast the cultural value in Indonesia and the USA

• To demonstrate the understanding of the trainees on the material

• To share personal opinion about the cultural values of Indonesia

Procedure:

The role play activity will employ the world café system where the participants are

encouraged to actively participate. The participants will ask three questions in the three round

discussion. In each round, the facilitator will raise one question. The participants have to move

from one table to another in every round except for the host of the table that will be assigned by

the facilitators.

The questions for the discussion are:

1) What are the similarities and difference of the culture of Indonesia and USA?

2) What is the most interesting feature of Indonesian culture?

3) How to develop the awareness in order to be culturally competent?

 100

3.2.4.3 PowerPoint Slides

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 101

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 102

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 103

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 104

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 105

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________
 106

3.2.5 Module 5: Developing Thai Cultural Competency

3.2.5.1 Outline/Agenda

5.1.1 Introduction to Thai Culture

• Basic Information of Thailand

• Government System and Politics

• Currency Use

• Religion

• The Hofstede’s Cultural Dimensions of Thailand compared to U.S.

• Business Etiquettes

• Communication Styles

5.1.2 Activity

• Quiz Activity

• Role-playing Activity

5.1.3 Discussion and Summary

5.1.4 PowerPoint Slides

 107

3.2.5.2 Learning Activities

3.2.5.2.1 Activity 1

The Quiz Activity

Objectives

1. To better the understanding of training participants regarding the basic information and

cultural difference between Thailand and U.S.

2. To evaluate the extent to which the trainees develop the understanding about Thai culture

Procedure

You are asked to answer three question individually. You will be given 3 minutes to

complete 3 questions. Then the facilitator will answer the question one by one and lead the

discussion. You are encouraged ask the questions regarding their perspectives.

The three questions are listed as below:

1. Which of the following countries has no inland territory next to Thailand?

A. Cambodia

B. Indonesia

C. Malaysia

D. Myanmar

E. Laos
 108

2. Which of the following statements is true about Thailand? (Check all that apply)

A. Thailand has more power distance relative to U.S.

B. U.S. is more collectivistic relative to Thailand

C. Thailand possesses higher level of masculinity relative to U.S.

D. Thailand has higher propensity in uncertainty avoidance relative to U.S.

E. U.S. and Thailand are very similar in the way that both are short-term oriented

3. Which of the following topics should be avoided when you have discussion with Thai

people (Choose the most correct one)?

A. Weather, Salary, Family

B. Politics, Religion, Royal Family

C. Job, Sexual Orientation, Age

D. Their mistakes, Vacation, Education

E. be punctual for meetings

Please write down the questions you have regarding Thai culture, the cultural differences, and how

to deal with them.

Questions:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 109

3.2.5.2.2 Activity 2

The Role Play Activity

Objectives

1. To allow the trainees to have a chance to practice how to deal with cultural differences in

the simulated situation

2. To demonstrate what the trainees should and should not do in Thailand with simulated

situation

3. To identify and see what you, as a trainee, should do and should not do in specific

situation when they do business in Thailand

4. To better cultural awareness and understanding of cultural competency and its

importance

Procedure

The facilitator will distribute the paper determining the role and situation in which each

participant have to play and participate. Each participant will have different role that they are

assigned to play. The facilitator will demonstrate what they should not do at the beginning of

each situation. You will be asked how and why a certain act should not be implemented in Thai

culture and business setting. After identifying what you should not do, you will have an

opportunity to apply what you learn by performing the acts or things that you should do in the

assigned scenario. The facilitator will give suggestion on your performance so that you can

enhance your performance in the future.

 110

3.2.5.3 Discussion

Please identify the should-not-be-done things that facilitator performs in each role play scenario

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Please explain what you should do if you were in the stipulated situation and address the reason

behind each of your acting choice.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 111

3.2.5.4 PowerPoint Slides

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 112

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 113

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 114

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 115

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 116

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________
 117

3.2.6 Module 6: Developing Turkmen Cultural Competency

3.2.6.1 Outline/Agenda

6.1.1 Introduction of the Turkmen culture

• Basic Information of Turkmenistan

• Politics

• Religion

• Business Etiquettes

6.1.2 Activity

• Question-answer Activity

• Demonstration Activity

6.1.3 Discussion and Summary

6.1.4 PowerPoint Slides

 118

3.2.6.2 Learning Activities

3.2.6.2.1 Activity 1

The Question-Answer Activity

Objectives

• To evaluate the extent to which the training participants learn Turkmen culture

• To answer questions from trainees to make the topic clear and to reduce the

misunderstanding.

Procedure

According to what you have learned during the training please answer the following questions and

try to complete it in 5 minutes. After that you will be working in groups to discuss your answers.

The three questions are listed as below:

1. Which of the following cities is the capital of Turkmenistan?

A. Cambodia

B. Tashkent

C. Ashgabat

D. Moscow

2. What is the currency of Turkmenistan? (Check all that apply)

A. Tenne

B. Manat

C. Rubl

D. Dollar
 119

3. Please write True or False after each statement about Turkemenistan.

A. Turkmen people usually can ask personal questions.

B. It is ok to share your views about Turkmen politics and Government.

C. As a Foreign Visitor I have to notify officials of my travel plans.

D. Education in Turkmenistan is expensive.

3.2.6.2.2 Activity 2

The Demonstration Activity

Objectives

• To strengthen the knowledge gained in the training.

• Provide more visual examples of the topics covered during the training.

• To better prepare the trainees by showing the do’s and don’ts that are accepted in

Turkmenistan.

• To improve their cultural competency skill.

Procedure:

Please watch the video carefully and pay attention to the actor’s gestures and try to guess the

reasons for doing so. When you are done watching work in a group and discuss your opinion and

when you are done share your opinion with the facilitator. You are allowed to take notes and

make sure to relate your answer depending on the information that was provided during the

training. The second time when you are watching the video the facilitator will give you more in-

depth knowledge about the reasons. If you have any questions be ready to ask them when the

video is over.
 120

3.2.6.3 Discussion

What are the main difference between USA and Turkmenistan?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What interested you more about Turkmenistan?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How do you think the knowledge that you gained in this training will help you in Turkmenistan?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 121

3.2.6.4 PowerPoint Slides

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________
 122

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

 123

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________
 124

Section 4: Evaluation
 125

4.1 Reaction Outcome

The reaction outcome refers to the trainee’s overall perception of the program. This might

be called a class or teacher evaluation and be collected at the end of the training session. An

example of our evaluation that we would have our participants fill out can be found in section 4.4

under affective outcome and is titled, “evaluation of training.” The questions included on this

survey relate to the satisfaction they (the trainer) had with the instructor, training materials, and

the overall presentation. The evaluation is helpful for the trainer because it gives them feedback

on what has been done well and what they could improve on and helpful for the student because

it can help improve motivation for post-training and retaining information as well (Noe, 2013.)

4.2 Cognitive Outcome

The cognitive outcome is used to “determine the degree to which trainees are familiar

with the principles, facts, techniques, procedures, and processes emphasized in the training

program” (Noe, 2013.) Cognitive outcomes are level 2 in Kirkpatrick’s framework (Kirkpatrick,

1974.) The standard way to measure cognitive outcome is through pencil and paper. This is an

opportunity to ask the participants questions that would evaluate what was taught in the course

and measure whether the participant is competent in culture differences as we taught in our

modules. An example of a question we might ask could be, “what is the proper way to greet an

individual in China compared to Turkmenistan?”

4.3 Skill-Based Outcome and Affective outcome

Skill-based outcomes are measuring the technical or motor skills and behaviors. This is

the process of learning skills and using those skills on the job (skill transfer) (Noe, 2013.) The

skill-based outcomes are Kirkpatrick’s level 2 (learning) and level 3 (behavior.) Evaluation of

skill-based observation is evaluating performance such as observing a simulator.

 126

As soon as the training will be completed the effectiveness and motivation of the training

will be evaluated. In order to evaluate it participants will be given survey where they will have to

rate the training and also answer some questions related to the training information. This way we

will be able to check participants’ attitudes toward the training and also measure the level of

transfer.

Evaluation of the training.

1. List two things that you have learned about each country and culture.
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------

2. Was the training helpful for you to develop your cultural competency skill? If yes, explain
how? What are the new things that you have learned in this training?
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------

3. How will you use the knowledge that you have gained in your job?
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------

4. Which country interested you more? Why?

------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------

5. Do you think cultural competency skill is important? If yes, where can you use that skill?
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
 127

4.4 Results

Level 4 evaluation determines the payoff that the company benefits as a result of training.

In this section we have calculated the cost of the training and showed direct and indirect costs.

Direct cost USD

Internal Instructor 600

Materials 600

Classroom space 0

Fringe benefits 0

Total Direct costs 1200

Indirect cost:

Administrative cost 100

Pre and post training materials 50

Shipments 30

Books 90

Total indirect costs 270

Development Cost:

Fee for the program 500

Benefits 0

Salary 1,000

Total Development costs 1,500

Total Costs of Training 2,970

 128

Direct Cost USD

Fee for Trainers (6 x 1 hour @ $100) 600

Refreshment ($20*1 day*30 trainees) 600

Total Direct Costs 1,200

Developmental Costs

Fee for program development 3,000

Trainer Registration fee (@ $40*30 trainees) 1,200

Total Developmental Costs 4,200

Total Training Costs 5,400

Cost per trainee 180

4.5 Return on Investment

In the fifth level of evaluating the training refers to comparing the financial profits with

the total cost of the training. The benefits that the organization will gain through cultural

competency training is the success of their offshore businesses, distribution of the organization’s

products throughout various countries, and more foreign business partners. First, successful

completion of this training will help the employee who is leaving to work in the offshore branch

to adapt easily to the new country. His/her understanding of the culture and the country’s

regulations will benefit him in building the business in accordance to the country’s as well as the

organization’s rules. The good time for evaluating the ROI would be after one year. The

employee turnover in the offshore branches and the status of the business will be calculated.
 129

References

Berkson, M. (2012). Cultural literacy for religion: Everything the well-educated person should

know. Virginia: The Great Course.

Kirkpatrick, D. (1975). Evaluating Training Programs. San Francisco: Berrett-Koehler

Livermore, D. (2013). Customs of the world: Using cultural intelligence to adapt. Virginia: The

Great Courses.

Noe, R. (2013). Employee Training & Development. New York City: McGraw-Hill Irwin.

The Coca-Cola Company Annual Report 2014 (Rep.). (n.d.). Retrieved April 10, 2016, from The

Coca-Cola Company website: https://www.coca-

colacompany.com/content/dam/journey/us/en/private/fileassets/pdf/2015/02/2014-annual-

report-on-form-10-k.pdf
 130

Working Sheet

Program Overview All

Concept Map Nutthapong
Section 1: Analysis Nutthapong
Organizational Analysis Nutthapong
Personal Analysis Nutthapong
Task Analysis Nutthapong
Economic Analysis Wendi
Section 2: Design and Development Yingyao
Training Objective Yingyao
Learning Objective Yingyao
Learning Method Yingyao
Learning Plan Yingyao
Learning Activity Yingyao
Section 3: Implementation
Module 1: Cultural Competency Yingyao+Jeremiah
Module 2: Developing Chinese Cultural Competency Yingyao
Module 3: Developing Japanese Cultural Competency Jeremiah
Module 4: Developing Indonesian Cultural Competency Wendi
Module 5: Developing Thai Cultural Competency Nutthapong
Module 6: Developing Turkmen Cultural Competency Gulshat
Section 4: Evaluation Onia + Gulshat
Reaction Outcome Onia + Gulshat
Cognitive Outcome Onia + Gulshat
Skill-Based Outcome and Affective Outcome Onia + Gulshat
Results Onia + Gulshat
Return on Investment Onia + Gulshat
Trainee’s Manual Introduction: How to Use Manual Yingyao

Overall information revision and editing Nutthapong +

Yingyao

All Document Compilation Nutthapong

Video Editing Onia