e3a.natot

1. www.e3a.nato.int

2. Developing Intercultural Awareness and Communication Enhancement Training within NATO: -the NAEW&CF E-3A Component experience.

3. Russell C. Kent MA, Applied Linguistics & ELT Faculty of International Communication University Zuyd Maastricht, & Maastricht University The Netherlands russkent@home.nl r.c.kent@hszuyd.nl

4. Disclaimer I wish to state that I do not officially represent the E-3A Component in Geilenkirchen Germany. However, the Component leadership do not have any objection to my giving this presentation to you.

5. Background • NAEW&CF E-3A Component, Geilenkirchen • Established 1982, only multinational NATO operational flying unit. • 3100 multinational military/civilian personnel • 17 E-3A, 3 TCA

6. Background • FOB Aktion, Trapani, Konya • FOL Oerland • 30 multinational aircrews • 15 nations • Squadrons: 3 Operational, 1 Training • Principal role: Air Surveillance

7. www.e3a.nato.int

8. Why establish a CAW/CEP • MA Dissertation research project • Perception of use of English • 2 NATO HQs: • E-3A Component – US/Canadian NS • HQ ARRC – UK NS • Approx 30% respondents felt mission effectiveness compromised • Overwhelming majority wanted training

9. Why establish a CAW/CEP • Component leadership wanted training • Cost to NATO, Component and individual • Asked to design, develop, deliver programme • Component personnel training • Sapir-Whorf Hypothesis • Culture and Language influence each other

10. Cultural Awareness Workshops - Aims • Make Component members aware of impact of culture on communication • Knowledge to identify cultural differences • Skills to apply knowledge • Make NS aware of their use of English

11. Communication Enhancement - Aims • Provide assistance to NNS who require or request support • Allow any NNS to voluntarily participate

12. Cultural Theory and Practitioners • Cultural Theory • Hall • Hofstede • Trompenaars • Mole • Practitioners • Kohls, Storti, Peterson, Thomas, Inkson • Trainers Course Bath – Pilbeam and Lynch • SivasailamThiagarajam (Thiagi)

13. Workshop Content • Agreement to most effective approach • Generic – own culture, ethnocentricism, move beyond confines • Perception - the ‘other’, stereotyping • Cultural concepts • Experiential – cultural encounters • Quiz – fun, participant generated

14. Workshop Content • NS understand how their use of English affects communication • Discuss typical problems with NNS • Explore international English • NS experiential activity • Handle sensitively

15. Workshop Content • Important to Debrief each activity – allow time • Typical debrief questions: • What happened? • How do you feel? • What did you learn? • How does this relate to the real world? • What next?

16. Workshop Content • Keep lectures to a minimum • Most feedback indicated low tolerance of lectures. • Consistent with knowledge of adult learning preferences • Promote discussions, experiential • Avoid ‘Death by PowerPoint’

17. Typical Workshop Programme Day 1

18. Typical Workshop Programme Day 2

19. Documentation • Workshop Manual • Background information on cultures present • Intercultural guidelines /tips • Theory – cultural frameworks/contexts • Certificates • Attendance • Quiz

20. Participants • All workshops bar one mixed nationalities • One US personnel only – more difficult • Numbers • Lowest 8 • Maximum 32 • Approx 20 ideal • Feedback • Positive, particularly for discussions

21. Personnel Training • 5 day Intercultural trainers course LTS Bath • 3 Component personnel • Led 4 activities in total

22. Equipment • Room big enough for 20 – 30 people • Tables chairs • Laptop/PC with speakers • Projector/screen

23. Follow up workshops • 3 – 6 months after initial workshop • Ascertain usefulness of initial workshop • Input from participants • Fine tune further workshops

24. Communication Enhancement • Support/assistance for NNS • Also voluntary participation • Syllabus development considerations • Impossible to determine in advance personnel requiring training • Impossible to determine exact communication problem in advance

25. Communication Enhancement • 3 month rolling syllabus • Participants can join as required • Different levels of ability allowed • Shorter time frame possible • Problem areas • Listening in the aircraft • Pronunciation • Fluency • Vocabulary development

26. Communication Enhancement • No grammar • Considered extremely important to assist in language areas where problems are difficult or impossible to foresee in a classroom setting before arriving at the Component

27. Communication Enhancement • Only 2 students recommended for CEP • Student 1 • Listening to US NS in aircraft • Adapted activities from a different context • 2nd Student • Component testing personnel felt no instruction necessary

28. Future Developments • CAWs relevant in multinational military community • Component experience as a framework • Personnel can meet in a relaxed atmosphere before training commences

29. Working with other people • You have been selected as one of a two experts to be sent to coordinate a location as a Deployed Operating Base. You are likely to be away for at least a week. • Your commander has told you that you can choose between two subordinates who have both volunteered. • Both people are well qualified, competent and have a good track record on similar deployments. • So you know, no matter who you choose, the mission will be accomplished successfully. • All things being equal, what will be the deciding factor when making your choice?

30. Working with other people When asked this question, most people answer: The person they trust or the person they like Someone they just ‘click’ with. CAWs offer opportunities to get to know each and form a basis of trust which can only improve working relationships

31. Resources Should you require it, please e-mail me for a complete list of resources used during the development of both programmes. russkent@home.nl r.c.kent@hszuyd.nl

32. Thank you for your attention Questions?