Part two: Best practices for using film in intercultural training design by Kevin M. Booker and Rita Booker-Solymosi

Using film in intercultural training is a useful tool

Film is an important medium in the available mix of multimedia necessary for the transfer of emotion related know-how to adults. For example, when conducting training indoors, watching film allows a focused relaxation of the viewer’s mind. When watching a great movie, our brain waves enter a first level trance state, similar to a form of light hypnosis. The storyboard, emotional content and technological impact on our visual and audio channels are processed in the sub-conscious mind. Using educational or entertainment film as training tool should follow three stages or steps to be successful:

1. choice: the film should stand in relation to the training topic. The film or film sequence has to depict exactly what the participants should learn.

2. timing: the length of the film should to be under 40 minutes and should be placed according to the expected biorhythms of the participants within the training design, i.e. avoid heavy and earnest movies after a heavy lunch as people might fall asleep in a darkened room.

3. debrief: viewing the film should always be followed up by planned questions for the participants with a clear debrief method. The participants should have an opportunity to discuss their impressions, their emotional reactions and the relevance of the subject viewed in relation to their particular learning curve. It is desirable to receive both enthusiastic and rejective responses, as they show the possible spectrum of needed learning. Experienced trainers will always be prepared for questions about movie content, the rationale of the film choice and the expected outcome of the film viewing. Working towards the aim of the training in the debrief of the film is the trainer’s ultimate goal.

Importance of debrief process after viewing films in training

The debrief is critical because it connects the emotional level of each participant with the cognitive level in the group learning process. Reflecting and discussing film allows participants to place perceived information – metaphors, memes, symbols and suggestions – in a reality-based frame of reference. The movie or movie excerpt serves as a window-of-opportunity to discuss a topic. It represents an invitation for dialogue.

This does not mean that the debrief must always include deep psychological analysis. There are times when participants in a training are so deeply moved, they are unable to verbally articulate their emotions on the spot. In such cases, the debriefing exchange can be very brief. A trainer who is able to interpret body language and maintain an appropriate training pace can chose to discuss the film content at a later point in the training design, to allow participants time to process their emotions and secure gracious outcomes.

Variations of film debriefing approaches

1) Key questions (identifying key moments): during film screening preparation, it is important to select key points or moments from the film content. When introducing the film, tell the participants what to look for during the screening and let them take notes on it, so that these key moments can be discussed in the debrief.

2) Asking open questions: invite participants to share their own moments of inspiration during the screening. Trainers can use participant impressions to build bridges of acceptance of training goals, help them understand training goals and encourage participants to incorporate training goals in their thinking and personal reflection.

Using documentary film vs. fictional film in intercultural training

The training approaches when using documentary film are not much different than using works of fiction. The film or film excerpt shown should be congruent with the training goal, the training topic and the learning objective. The film must be debriefed. However, the presentation scheduling choices during the training design can sometimes be determined by the use of non-fiction or fictional film, i.e. the trainer can choose to show a documentary film after a theoretical explanation of a new or unfamiliar topic as illustration or summary. At other times, a feature film excerpt which contains dense emotional content, can be shown before introducing a new subject, to prepare or amplify the emotional context of how a new or unfamiliar topic is introduced.

Four determining factors for effective use of film as an appropriate training aid

1. Approaching a first-time viewing without expecting to use the film as a training tool is helpful. If there are moments within the film that resonate cognitively or emotionally with the trainer, it is important to view the film a second time, to identify and take written notes on the moments that can connect with future training goals.

2. How quickly are useful moments identifiable within a short time period? An abundance of teachable moments are helpful for energetic and fast-paced training designs. For slower, more self-reflective processes, a film that presents dramatic momentum in a storyline or potentially provocative content can be more useful.

3. If a film is very well-known or appreciated by the general public – such as Hollywood blockbusters, millions of youtube views or awards won at Cannes, the Berlinale or any other important film festivals – a trainer can get a general idea about its acceptance, reception or usefulness during a training session. If a trainer personally dislikes particular film material, the likelihood of spending adequate preparation time is diminished; therefore, its probably not a good idea to use the material, even in spite of external recommendations.

4. If the technical quality of the actual film material is substandard – if it is hard to hear or see – it is probably not a good choice as a training aid. Even if the content of a film is useful, but the viewer cannot understand it, the film’s content can be lost.

Best practices when using film as a training tool

Making sure that the technical set-up in a training space is optimal means knowing how everything works before a film is shown. Consider every factor: lighting controls, seating arrangements and acoustics in the room. Ensure that all cables from audio visual hardware are secured to the floor and do not present a hazard to people moving about the room. Test all equipment to be used before the training day. If you are using a beamer projector, a loud-speaker system or a television screen, make sure all the equipment adjustments have been made, their placement in the room has been decided upon and that you know how everything works. Since using film is only one of many different tools that we would use during training, knowing how everything works can guarantee the effective integration and success of the presentation during any training situation.

An example of a positive outcome using film as a training tool

A 40 minute film was viewed by participants at the end of a one-day, intercultural sensitization training. The participants who expressed the most criticism and discomfort with ambiguity during the training day were able to articulate the most detailed and positive feedback in the film debriefing session. They expressed that the essence of the entire day was portrayed in the film. They communicated that they understood the rationale behind the training plan and that the content of the training activity was of great value to the organization. This kind of observable shift in participant perception is one of the strongest markers for the success of film and film fragment use as a training resource.