Montessori school shelves with toys. Photo: 3neus

In a three-part blog Camille Bromley describes a day in the life of a teacher at the Montessori International School of Grenoble. Read part I.

7:38 am

Bus stop, Place Verdun.  As the number 31 bus to Meylan: Maupertius approaches I’m hastily devouring the remaining third of my Big Chocolate, freshly purchased for 1 euro from Sandwich House located behind the Maison de Tourisme tram stop, outgoing side. Ordinarily the Big Chocolates from this Sandwich House are not especially good pain au chocolat, but they’re easily the size of two regular pain au chocolat, a good bargain at 1 euro (the American in me is always a sucker for bargains), and in the morning when they’re warm they’re still pretty darn tasty.

The Big Chocolate is the ritual first step in my once-weekly workday as an English teacher at Montessori International Primary School in Meylan, as this is the only day in the week I exit the house early enough to catch one while still warm. The other days of the week I work as an English assistant in public primary schools.

Teaching at Montessori International School is not like teaching in French public school.  It’s vastly different, in fact.  If you’re not familiar with what’s called the Montessori Method, I’ll briefly explain: The Montessori Method of children’s education was originally developed in the early 20th century by an Italian educator named Maria Montessori. It’s an alternative approach to schooling, encouraging a child’s individual self-directed learning using the support of materials and teacher observation. 

From what I understand, while many schools worldwide function under the heading of Montessori School there are no defined guidelines for the specific practical application of this education system. However, the general idea is that children learn best when they follow their natural instincts and interests. In other words, it’s self-study for kids; less academically-put, the kids do what they feel like.

This “do-what-you-feel-like” philosophy is most decidedly not the norm in French public schools, from what I’ve seen in my year’s experience there, the essential part of a teacher’s oral utterances consisting of phrases such as, non, tu n’as pas le droit!; vous levez la doigt pour avoir la parole!; TAISEZ-VOUS! [yelled shockingly loud]; vous êtes insupportables aujourd’hui! [tone of resignation and accompanying sigh]; and finally the much-loved Bravo!, with exaggerated sarcasm. Thus, Montessori International reputedly offers an alternative to parents who prefer their kids to receive more positive encouragement than negative during the first 6–9 years of their educational development.

However, I haven’t given an entirely clear picture of the Montessori International School in Meylan. This school is foremost an international school, with instruction provided in French and English. I am the English-instruction teacher (on Mondays anyways), and a woman with a confounding last name, Martine Grzelak, functions as school director and French-instruction teacher. 

We take care of the primary-age children, age 6–12. The children in this group, about 25 of them, are mostly Francophone, with a solid group of Anglophones and couple French-English bilingual kids. There is another, separate class of students at the school, the pre-school age group (ages 3–6), also Francophone or Anglophone or both, headed by Emilie Ballivy. The pre-schoolers are called Les petits castors, which gives an accurate impression of their work ethic and focused accomplishment under the guidance of Ms. Ballivy.

The school makes use of an impressive collection of Montessori materials and supplies, and the curriculum is organized around the French National Education program, so that children are expected to cover a similar material to public school students. More on the Montessori Method as the day progresses.

Part II

Part III

Paul Waters at The Cake Shop

Grenoble Life meets Paul Waters, The Cake Shop’s young British pâtissier, to ask him about leaving the UK to make British and American style cakes in France.

Grenoble Life: What’s your job at The Cake Shop?

Paul Waters: My job is a mixture of things – with there only being two other people that work at The Cake Shop and so many things to do the work gets shared around. I mainly design and create the cakes but I also help out in the shop front stocking the shelves and serving clients.

I also get to make the cupcakes and other tasty goodies that you see on display when you come to the store, as well as teaching people my skills and helping to organise events. But I mainly stick to designing and creating cakes. If it’s been made with sugar paste nine times out of 10 it will have been made by me. I literally eat and breathe sugar paste – it’s my life, and a tasty one at that!

GL: How were you recruited and where did you train? 

Paul: I trained at The National Bakery School at South Bank University in London. I intended to do a two-year course there but, due to government funding, it was cut to one year. Nevertheless I left with my Diploma in craft studies. I studied pretty much everything from bread to chocolate.

It was my mother who found the job at The Cake Shop. She was flicking through my Cake magazine when she saw there was a job going for a store in France. At the time I was happily making a mess in the kitchen making something tasty when she approached me with it. I was highly interested and desperate for an adventure, not thinking I would get anywhere because at the time I was only 16 and just starting college, although I have been baking and creating cakes for people since I was eight. But my parents assured me to go for it I distinctly remember them saying “if it doesn’t go anywhere it’s all good experience.”

After sending the email, the following day I received a phone call from the owner, Ariane Zenker, who gave me a mini-interview on the phone. After the call ended I was so excited, my imagination went into overtime as I began to dream of what could happen next. After lots of talk and conversation via email I arranged to go out and see her in February during half term with my mother. After that things just took off and one thing spiralled into another.

GL: Tell us a little bit about your background?

Paul: Well, I grew up in an area called Essex just outside of London, when I was about 11 my parents sold the house brought a smaller one and another one in the south of France. That sparked my love for France and from then on it has been a never-ending love affair, holidays spent with a wall paper scraper in one hand and a paint brush in the other, whilst trying to figure out what ‘plaster’ is in French.

GL: Why did you decide to move to France?

Paul: Well the fact my parents already have a holiday home in the south and they plan to move there permently next year was a big deciding factor. I knew what to expect from my time spent there I had a basic understanding of French life and language. There have also been a lot of problems in my family, a lot of upset; I wanted to get it away from it all as well. The English weather also leaves a lot to be desired.

GL: How have you adapted to life in France?

Paul: I have adapted very well mainly because of my parents having their holiday home in the south but also, because I was so desperate to leave the UK to see the world, determination has kept me going. My advice to anyone moving to this country is to relax, clear your mind and embrace the culture. Do not make comparisons with your home town don’t try to live your life like you normally do, change it to fit the environment.

When I first moved here I was just 17 a lot of people never took me very seriously at first, not to mention the fact that my parents had to sign everything for me as I had no signing power! I couldn’t even take out a phone contract or internet as a result but now at the age of 18 things are a lot better.

I also find the French attitude to being free/open and expressing your self very strange. Paris is a place of art, fashion, the weird, the wonderful, and is filled with some of the most beautiful things. Yet when you come to express yourself through fashion and art you raise a lot of eyebrows and get some very strange looks. It seems the rest of France has no desire to follow in the shadow of Paris; if this has anything to do with French people disliking the Parisians I have yet to find out. 

GL: Tell us about a typical day at The Cake Shop?

Paul: Well I usually arrive at 11:00, Ariane will brief me in on the plan for the day, she will say something along the lines of; “you have that wedding cake to start and the cookie class at 3:00”, “I also got an email from the woman that you did the Princess Cake for, she was very happy”. Then I make a start on my jobs for the day. I could have a long list of cakes to decorate or, if a delivery has just arrived from the UK, it needs unpacking, pricing and being put on display.

I may also get the chance to develop new products or create new classes. I may be teaching people in the evening or doing things on the computer. Every day is completely different – you never quite know what obstacles you will need to overcome or what you are doing. I usually finish about eight in the evening after shutting up the store for the night.

GL: What’s the best thing about your job?

Paul: I love what I do and so many people don’t get the chance nowadays to do what they love. The best thing about my job is it’s so different, I am never bored, never creating the same cake twice, or sat around with nothing do. Working at The Cake Shop can be fun, crazy, hectic and stressful but it’s all worth it in the end.

GL: What are some of the more difficult experiences you have had working at the cake shop?

Paul: Working at The Cake Shop can be very difficult at times – when you have a lot of work to do the pressure is on to meet your deadlines. When things go wrong everything seems to go wrong at once but, because of the nature of my job, some of my worst experiences are also some of my best. For example, you have a cake rapidly melting in the heat and it’s causing the icing to stretch and expand at the sides, you have to act quickly and work out why it went wrong and how to stop it. I will then learn from that and move on, turning it into a good experience.

GL: What do you love about Grenoble?

Paul: I love the way Grenoble is so small yet has lots of big name stores here and nice shops, it gives it a city feel but at heart it has the community of a town. It’s very hard to explain but it makes it a very nice place to be, surrounded by all the mountains. I also love Grenoble’s cosmopolitan feel, the mix of all different nationalities and the students.

GL: What are your plans for the future?

Paul: I would love to take The Cake Shop to Paris; I would love to get back to the buzz of the city, its pulse runs through my blood. I would definitely consider doing my own business in Paris – what would be really good is if I could set up a company in France that manufactures or imports all the products that you can’t get here, all the kinds of things we sell in The Cake Shop. That way people like Ariane wouldn’t be my competitor but my more like a colleague as I would be helping her keep her shop stocked with my products.

Part III

12:00 pm

Lunchtime. The microwave cart is wheeled in, desks are cleared, chairs fetched. The students eat in the classroom. The children are expected to be settled quietly in their chairs, ask to go wash their hands, and then ask to get their lunchboxes before they are allowed to eat. Meanwhile, the child in charge of setting the table this week goes to get the silverware and dishes.   

12:30 pm

Everyone is finally sitting and has more or less the complete tableware set in front of them: plate, fork, knife, little yogurt spoon, and plastic cup (Martine’s cabinet has slowly but surely been rid of all the glassware glasses, not intentionally).

The table setting procedure always takes much longer than is logically necessary, probably because the child assigned to set the table is for some reason 90% of the time the same small boy, who due to his diminutive size and severely ADD nature seems the absolute worst person in the room to give the task of distributing various separate pieces of cutlery to students sitting in disorganized clumps around the big room, not to mention that when you see him trying to lug the heavy glass water pitchers around to each table you get the sinking sense of futility of watching someone trying very hard to complete a Sisyphean task. Half the pitcher will have been emptied on the floor by the time he gets to the table, and he’ll be sent to get more in five minutes.

I send the children in groups of two or three to the cloakroom to get their lunchboxes. I imagine that you can tell a lot about the home life of individual children from their lunchboxes. A lot of the older children seem to have the freedom to creatively fashion their own concept of a meal; there’s a group of three girls (who aggressively defy the assertion that social cliques don’t exist in small schools) that bring their lunches in family-style portions to share with each other: a bag of Lay’s potato chips, a Tupperware box of pasta and sauce, an entire sleeve of Speculoos cookies.

The Anglophone children belong to a different breed of household, one that clearly holds in contempt the irresponsible consumption of low nutrient-to-calorie ratio foods and environmentally unfriendly packaging. S—, a six-year-old with extraordinary feminine style (how a child of that age is able to exude such class is beyond me), declares matter-of-factly that she hates ice cream and cake. Her treat of choice is the green pressed seaweed paper that sushi rolls come wrapped in — in French it’s translated as algae, which expresses better, I think, the total bizarreness of a six-year-old reveling in the taste of a seaweed wrap (imagine an apple cheeked little girl saying with a charming missing-front-tooth smile, “My favorite food is algae”).  

1:15 pm

The kids are fairly hopping to get outside after a full morning of being together in one room. They go into the cloakroom to remove their slippers and put on their outside shoes, most of which resemble work boots or what English people call “wellies” rather than the slick bright white Pumas or the metallically shiny girl-sized heels (!) public school children wear. This is because the playground provided for amusement and the venting of various child frustrations during the lunch recess is not actually a playground, it’s an empty field behind the Montessori school building accessible only by a quick jump across a ditch (a wide step for you or me, a brief air-bound thrill for the 11-year-olds, and an unbreachable chasm for the 3-year-olds, who nevertheless enjoy the jump immensely so long as you’re holding their hand.

Supervising, I can’t help thinking that innovative playground developers, with their tangle of curved colored bars and knotted rope systems, are entirely missing the point — the kids have more fun rolling around in the grass and throwing rocks at trees than with any preconstructed equipment education authorities can buy. I’m reminded how innocent and sweet children are at heart when I hear G— and S— playing a sort of tag-zombie game which seems to consist of yelling “I’m going to suck your brain!” and attempting to grab the skull of another player.

2:00 pm

Emilie and I file the children back into school, past the company workers in button up shirts and pencil skirts taking their smoke break. Monday afternoon is devoted to art class and Spanish class, and the children are sent in small groups to participate in those activities. Otherwise, the students can continue the projects of the morning. The students complete impressive individual projects throughout the year that don’t sacrifice depth or quality for the lack of collaborators.

S— is working on a postcard project; she’s contacting friends and acquaintances across the U.S., asking them to send her postcards at the Montessori school address, teaching her about their town or state. She’s gathered a large number of postcards and will organize them into a visual presentation. O— has completed a project about the state of Israel, its history, people, and culture, and the poster is hanging on the classroom wall.

One of the goals of the Montessori school is to effectively link all subjects together in the child’s mind; to create a truly interdisciplinary understanding of the world. This objective makes for very creative project ideas, and the results are evident in the variety of student-made artwork and presentations on display around the school.

3:30 pm

The school day is over, but many students will stay for the next one to two hours, playing the gymnasium or participating in an activity Martine or Emilie has organized. I, however, say my rounds of “See you next week” and am out the door.

The next day I’ll be at one of the public primary schools in Grenoble. Not being an education expert, I’m not going to offer my judgment of the effectiveness of the education system in public schools compared to the Montessori approach. The purposes and needs of the two school systems are vastly different and require different methods of teaching and classroom management. Montessori schools may give more individual attention, but they also provide a lot less guidance and structure. This may or may not work well, depending on the character of each individual child. One thing I do know, however, is that I’ll be doing a lot more yelling in my public school.

Part I

Part II

For more information:
http://www.montessori-grenoble.com/UK/school-montessori-grenoble.htm
http://en.wikipedia.org/wiki/Montessori

Part II

8:12 am

Terminus on the number 31 bus line. The bus halts in front of a grouping of new, enterprise-y looking buildings with big reflective glass windows framed in a shade of blue that suggests innovation and forward-thinking. The school is rather unexpectedly housed in one of these buildings, towards the back of the complex, sharing quarters with some kind of company that requires men and women in business attire to enter and exit through the same doors as the free-spirited, frequently-in-high-speed-motion Montessori kids.

The school is essentially three large rooms, the primary schoolroom, the pre-school room, and the gym, which is carpeted and doubles as an art studio and Spanish nook. There is also Martine’s office, a nap room for the preschoolers, a storage room, and a cloakroom where the children hang their coats, bags, and change their shoes into indoor shoes. They are only allowed to wear slippers inside the school, as it is carpeted. This reminds me of Japanese schools, except that here the children are allowed to bring their own slippers. In Japan the slippers are part of the uniforms and must be regulation color and design.

8:45 am

The kids wander in the room one by one and are by this time more or less all present. After some general comments and reminders, Martine starts the weekly routine of designating “responsibilities” onto each child. This is performed by use of a chart listing cleaning tasks to be completed each day and a small canvas sack containing the names of each child on Velcro tabs.

It took me a few months to figure out that the responsibility entitled Muffin referred to the class hamster. Insisting that the responsibilities be assigned by a random pull from the bag, Martine cheats openly on her own rule by fishing for names that she believes merit a particular nasty chore this week. The kids either suffer tremendously from the injustice of this favoritism or get a kick out of it, depending on how you choose to interpret the situation.

The responsibilities I find to be an ingenious system for ensuring an attitude of collective care and respect from all the students towards the cleaning and upkeep of the school room and materials. By being allowed to choose, in a fashion, what chore they do each week the child is given some autonomy and feels like she’s making a voluntary decision to contribute. This is probably a distinctive Montessori touch. Japanese schoolchildren also clean the school as part of their daily duties, although there they are responsible for the bathrooms as well, which I remain convinced is a mistake (imagine how what kind of clean job a second-grader might do on a bathroom — then repeat that every day for the whole year).

8:52 am

Work time. The children are either broken up into groups or sent to a desk to work individually. All the primary school kids, from 6 to 12, work in the same room, some in groups and some independently, and they pursue different activities. Martine keeps an eye on all of them and remains aware of how they’re doing and what progress they’re making, a remarkable feat for about 15 different students and different levels.

There are no set subject periods or age groups. The children have more or less the choice to work on one activity the entire morning or change subjects freely. There’s no morning recess, although there is a snack, which the children are expected to provide, following a rotation schedule. If the children tire of one activity and want to do some less-strenuous but still constructive activity such as reading, it is permitted within reason.

I take the group of English speakers. There are two first grade girls, a third grader, a fifth grader, and sometimes a first grade boy. We either do a language-arts activity all together, harder versions adapted for the third and fifth graders, or I split them up to work in pairs or alone. It’s my choice based on what we’re doing that day and how well the children are working together. When the English speakers take breaks to work on another subject, I choose a group of French children to do an English language lesson.

11:00 am

With Martine in the room, the classroom functions smoothly. With some notable exceptions, the children work quietly, although their rate of productivity is subject to debate. Clearly, some children are more ideal Montessori students than others. A group of three boys writes a bilingual dialogue together concerning an inept motorist and a driving instructor for their upcoming play. Another boy does French grammar exercises on the computer. A girl visualizes multiplication with wooden beads and a counting board.

Meanwhile, little G— sulks at his desk, complaining that his work is “too hard” and he doesn’t “understand nuffing,” and I— doodles on the margins of his essay and gazes out the window. I remind I— to get back to his work and Martine appears over G—‘s shoulder to investigate the veracity of his claim.

Part I

Part III

Guida Bulba: Corps & Voix

Grenoble Life’s Shonah Kennedy meets Guida Bulha of Corps et Voix, a trainer and consultant in oral communication.

As a teacher I have the privilege to meet a vast array of people.  I am constantly amazed, entertained and, more often than not, pleasantly surprised.  One of the people I had the pleasure of meeting was Guida Bulha of Corps et Voix.  Below Guida explains what she does, how she does it and what benefit it could be for you.

Shonah: How do you describe what you do?

Guida Bulha: Well, I am a trainer and a consultant in the oral communication area – working the body and the voice.

Shonah: What does the process do for people?

Guida: This helps people to speak with greater confidence and conviction, and communicate more effectively in both business and social environments.

Shonah: What have been some benefits for past clients?

Guida: To develop their self-esteem has permitted some of them to find new customers.  For some public speaking with more confidence and for others to find jobs, etc.

Put simply: to develop their skills in their professional field.

Shonah: How did you start in your business? What is your background?

Guida: I began my career as a language teacher and translator; after that, I worked in several companies. Today I bring together my experience in international business, communication and marketing, and my experience in the voice field.

Guida Bulha working with a client

Shonah: When did you start doing this line of work and why?

Guida: I started in April 2008. More than ten years ago, I participated in a vocal workshop. There, I discovered that the voice – my passion – was much more than a simple emission of sounds. The voice is “something” fragile and powerful. It was a great surprise for me. Therefore, I decided to push my discovery further and I undertook training in this area.

Shonah: What is the link with workshops or training sessions – such as public speaking, telephone interactions, front-line workers, sales, team building – and the body and the voice?

Guida: People who work in these areas use their voices to communicate.  You know, the most important part when you communicate is the non-verbal language, and that the voice is embodied in … the body. To equilibrate these three parts of communication. I mean; the body, the voice and the word, are fundamental. If you want to be heard and understood.

Shonah: How long have you been in Grenoble?

Guida: I have been here for 19 years. I saw the mountains and I fell in love.

Shonah: How do you help people to help themselves?

Guida: I help them to find – or to be conscious – that they have in themselves the resources to communicate. I accompany people to find the confidence in themselves.

Shonah: What are your plans for the future? 

Guida:  Well, I want to develop in other directions. I think particularly in the English speaking community. I want to propose to them workshops and training sessions to improve French or to improve their skills in public speaking or other themes. In French or in English. It is also possible to work the voice to sing or to speak. Just to find the pleasure to be confident.

Shonah: Thanks so much to Guida.  If you would like to contact Guida for further information you can do so through her website at Guida Bulha Corps et Voix.

Guida Bulha in action

Thierry Grange

Grenoble Life talked to Thierry Grange, Dean & Director of Grenoble Ecole de Management, about educational reform, shaping the future of Grenoble, and designing and building motorcycles.

Grenoble Life: What is your role at the Grenoble Ecole de Management and what does this involve?

Thierry Grange: My role is to provide human and financial resources to deploy properly our mission which is to contribute to companies’ performance by providing skills and knowledge. It implies structuring academic activity to set goals and to control their execution.

GL: Tell us about your experience in Africa and Asia . How did your time working in developing countries inform your later decision-making and career choices?

Thierry: I was working as a project manager for setting up industrial facilities – steel work, paper mills, and cement plants – in emerging and developing countries. This has given me good experience in human resource management and in creating a capacity to achieve goals.  I developed, in this first part of my professional career, my great interest for entrepreneurship. Probably, this is the reason why I accepted to work right from the start on the Grenoble Ecole de Management ‘project’.

GL: You once founded and ran a motorcycle manufacturer. What are some of the similarities between working in this environment and running a business school?

Thierry: The similarities are in the importance of the production process. A business school is about transforming brains from a student perspective to a professional perspective just as designing and producing motorcycles is a process of transformation – fortunately on a much less sophisticated ‘raw material’.

GL: In your opinion, how must the French higher education system develop to make itself more competitive?

Thierry: The French higher education system is undergoing a major reform which will transform its mission from public service towards contractual learning. This will involve carrying forward the universities’ contribution to the improvement of society and not only to the development of bright students.  

GL: What three professional achievements are you most proud of?

Thierry: I’m most proud to have contributed to the development of a business school that is now recognised as a European player. Another pride is to have had the chance to go to the end of my dream: designing and building motorcycles. Finally, I am very proud to have professionals that have worked with me for years and that still say hello to me every morning – human relations is the greatest achievement for me.

GL: How has the business environment changed in France since you co-founded Grenoble Ecole de Management, and how has the school contributed to this change?

Thierry: The business environment has definitely become more global, more competitive and offers more opportunities. Our school contributes to this evolution by accepting the rules of global competition and by teaching the necessary skills to create value within this new reality.

GL: How has the learning and training environment changed since the school was founded?

Thierry: The learning environment has changed by becoming more pro-active: students have good ideas on what they expect to learn and business schools have better knowledge of the specificities of corporate demand in terms of what professional profiles businesses require.

GL: How is the Grenoble Ecole de Management involved in changing the future of Grenoble ?

Thierry: Grenoble Ecole de Management is a leading institution in the world competition both in training and research and is contributing to the global visibility of the city. Grenoble Ecole de Management is one of the founders of the GIANT project, alongside Grenoble-INP, the CEA, ESRF, ILL and EMBL, that will greet an integrated campus combining industry, research and education in the Western part of the city. 

GL: What do you love about Grenoble ?

Thierry: The culture of proximity that helps anybody meet easily, if one is looking to improve professional achievements. It is a real collaborative spirit that is offered to everybody regardless of origin, position in hierarchy, age etc. You could call it natural diversity.

Judith Bouvard, Dean of Grenoble Graduate School of Business

Grenoble Life talks to Judith Bouvard, Dean of Grenoble Graduate School of Business, about her background, the changing business and training environment in France, and why students should consider coming to Grenoble.

Grenoble Life: Where do you come from originally?

Judith Bouvard: I was born in a small town near Manchester in the North of England. 

GL: Why did you come to Grenoble ?

Judith: When I left Manchester I went to live in Romans in the Drôme, to work in the luxury shoe industry. After a couple of years there I came to live in Grenoble to resume my studies.

GL: What kind of work did you first do on arrival in Grenoble ?

Judith: When I arrived in Grenoble at the same time as I was studying I was working part-time for a UK firm as a marketing consultant helping them to develop the market of protective clothing for building sites and road works. I then started to work in the training and continuing education business by doing some teaching and helping some French companies to set up in-house training courses.

Then I started working at ESC Grenoble – this was the name of the school before we became ‘Grenoble Ecole de Management (GEM)’. I was involved with the school right from the day it was founded and I was even a member of the entrance juries for the Grande Ecole program before the building was finished.

I started teaching at the school and little by little I increased my contributions by developing the international relations. Then, in 1995, I created the Master in International Business (MIB), which was the first international program to be offered by GEM. I really felt there was a niche market for such an Master in Management program taught in English in Grenoble.

I gradually introduced more international degree programs taught through the medium of English and continued to develop the portfolio of international programs until GGSB became one of the schools of GEM.     

Parallel to that I continued my studies on the Henley DBA program and also obtained a Postgraduate Diploma in Management Consultancy.

GL: What three professional achievements are you most proud of?

Judith: Developing a whole new international school from nothing and setting up all the programs; putting Grenoble on the map in international rankings, such as those of the prestigious Financial Times. I am also very proud of the careers and success stories of our graduates further to qualifications that I designed.

GL: Apart from the quality of the course programmes on offer at GGSB, why should potential students consider coming to Grenoble?

Judith: They should certainly consider coming for the dynamic nature of the city. It is easy to get by in Grenoble for non-French speakers. There is not a day that goes by without me hearing English on the street. However, most of our students become quite fluent in French rather rapidly as they experience true French culture. Our students are also sure to build a large international network of friends they can rely on in the future due to the fantastic diversity of the student population at GGSB.

GL: You have created partnerships between GGSB and schools around the world, including those in Iran and Saudi Arabia. As a woman, did you face any challenges in this respect?

Judith: The challenge was for me to actually challenge the pre-conceived ideas of what people had warned me about in advance. In those countries, people actually respect you for your intellect, status and qualifications regardless of your gender. Qualifications come above anything else and with more and more women gaining higher education degrees, the challenge for them is lessening. The other challenge was the dress code, but only from a comfort point of view. Wearing a head scarf when it is 40 degrees outside can be quite uncomfortable when you are not used to that!

GL: How has the business environment changed since you arrived in France, and how has GGSB contributed to this change?

Judith: Over the past 30 years, I have seen more international exchanges – both academic and corporate – and better means to conduct these exchanges, thanks to technology. Technology has definitely changed the way people do business. We can now work with different parts of the world without feeling that it is far away. For example I can be talking to a colleague in China or Singapore in the morning and to another colleague in Mexico in the evening. Of course the result is that the working day can be quite long!

At GGSB, we train qualified managers capable of working beyond national borders with a multitude of cultures and ethnic backgrounds. Our graduates are increasingly working in virtual teams spread over different countries. The contact with colleagues all around the world definitely adds a different dimension to business. 

GL: How has the learning and training environment changed?

Judith: We now have access to more information, thanks to the internet. What used to be called a ‘correspondence course’ is now called a ‘distance learning course’; technology has made learning more user-friendly. Furthermore, whereas years ago classes were made of one single nationality, the learning environment has become highly international, offering numerous opportunities for students.

Also the faculty members have become more like facilitators than lecturers. At GGSB gone are the days of long monologues by a lecture standing in front of the students. Now there is far more interaction and exchange between the lecturer and the students. Also I think that business schools have realised that it is important to have a good blend of lecturers with a more academic approach and business professionals who bring their work experience to the classroom.

GL: What is next for you and the school?

Judith: I’m very excited about our new Global Executive MBA that will begin in January 2011. This new course will run in eight different locations: Grenoble – Geneva – Moscow – London – New York – Singapore – New Delhi – Beijing, and is aimed at top managers who will travel to each location for specific courses and country case-studies.

This Global EMBA is the result of all the knowledge I’ve acquired over the years, after observing how companies function and their different needs. I’m also an AMBA auditor, so I’ve got to examine various programs, their pluses and minus.

I’m also preparing the future of GGSB when I will no longer be there to ensure the continuity of GGSB. I’m busy getting the right people in so the school will keep the same prestige and have the possibility of progressing. I’m proud as I see the next generation come in to be trained by GGSB. Often, children of those who I taught come to seek advice and are keen to live the same enriching experience at GGSB as their parents did.

Listen to ETR in your car! 'Pump up the volume'. Photo: Travich

The June 13 English Talk Radio took place at Grenoble Graduate School of Business. The guests are: Thierry Grange, Dean of Grenoble Ecole de Management; Elizabeth Gorilla, Marketing and Admissions Manager; Michelle Mielly, Marketing Programme Director; graduates Beatriz Diez and Denis Coupe; students Ben Pawson, Jay Anandou and Timothée Bardet; and Pat Brans, writer, consultant and time-management guru.

Listen to the full show: here

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. There are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

Nicola Piroth at work and at play

Nicola Piroth is a play therapist with a private practice in Grenoble. She talks to Grenoble Life about creative approaches to psychotherapy, her international background and setting up a cabinet in France.

Grenoble Life: Tell us a little about your methodology.

Nicola Piroth: I practise as a play therapist, which means that I use a creative approach to psychotherapy. Play therapy recognises that children naturally use play as a creative form of self-expression and communication in order to grow and develop, as well as to address traumatic and painful issues from a safe distance. Children that are faced with distressing life events may not feel comfortable talking about their emotions, but through play therapy they can communicate and explore their feelings, learn skills and tools to heal their emotional pain.

In my cabinet, I mostly see children and adolescents in individual, regular play therapy sessions.  However, I also use another approach called filial therapy with some families. Using this alternative method I train parents to conduct individual play sessions – similar to play therapy but with their own children. This way of working can be so helpful when communication hasn’t been possible between parents and their children – for any number of reasons, but often simply because we don’t get any training to be parents even though it is quite possibly one of the hardest tasks we are faced with as adults. Children communicate through play – it is their innate language. By teaching parents the language of play, and how to use play therapeutically, the communication gap between parent and child can be closed.

Perhaps it is surprising, but I also use play therapy, and more specifically sandplay therapy, with adults. Using small trays of sand, clients sculpt the sand and position miniature objects and figurines to create scenes, worlds or designs that are expressions of their inner world. Sandplay therapy gives the client direct access to their internal self, allowing them to understand issues in a deeper way. As adults we often get stuck in certain situations or circular ways of thinking, and it is helpful to use a creative non-verbal tool to explore our inner workings, alongside more traditional dialogue.

GL: Does this methodology differ to established methods in France?

Nicola: As far as I know, traditionally, psychotherapy here has mostly been a verbal, intellectual process, perhaps based on a more medical model of psychiatry concerned with cause and effect. This relies mostly on talking things through. In play therapy we additionally use non-verbal, creative approaches that give space to the intuitive Self – the part of us that knows what it needs to heal, even if it can’t explain it. Experiencing our Self at this level allows us to integrate what we feel and what we know intellectually in order to move on.

Another aspect of the predominant model of psychotherapy in France is that it is still largely ‘adult’ led, with the doctor, psychiatrist or therapist seen as knowing more than the patient who is a passive recipient of the treatment.  In my own work, I believe it is essential to follow the client’s lead, to trust that – given a safe and accepting environment (as in child-centred play therapy) – children have within them the desire and strength to find their own way to heal and to grow.

This non-directive approach facilitates the development of self-responsibility, self-control, and appropriate self-esteem. It is my responsibility as the therapist to provide that safe and containing space in which the child can explore who they are, how they feel and ‘play out’ different solutions.  This also has larger implications regarding how I work with parents. I believe therapy must be a collaborative effort. For the child to have the safe space in my office is one thing, but regular meetings between the parents and I give parents the support they need in order to be able to accompany their child on the journey towards growth and change.

GL: Who comes to you and what are some of the reasons why?

Nicola: I see clients between one and 100 years of age … Traditionally play therapy was developed to work with the specific needs of 2–12 year olds, but I practise a more general creative psychotherapy that I feel applies to all of us…

Why do people seek psychotherapy for themselves or for their children? It’s a very big question that has as many answers as there are people in therapy… adults come to work on existential issues, difficult life experiences (such as divorce, a loss, or adapting to a new country), or to further their personal development. Children and adolescents are referred for equally diverse reasons, for example, their parents have noticed low self-esteem, depression, or the development of challenging behaviours at home or at school. Perhaps the family or child has recently undergone a traumatic experience – ranging from maltreatment to moving homes, the birth of a sibling, long-term illness and hospitalisation, adoption, bullying … to name but a few.

Yet other children have difficulties ‘fitting in’ (whatever that means!), struggle at school, or have been diagnosed with developmental difficulties that require a little extra help to develop their sometimes hidden potential.  Play therapy is useful for a whole range of emotionally-based problems of behaviour and adjustment.

GL: Are these reasons different in any way to those you have encountered working in other countries?

Nicola: Regarding my work with children, I would say that generally the reasons are the same here – parents come because they are worried about their children –  and though the way I work using play is unknown in France, it attracts a lot of people looking for a more child-centred approach. International families often come to the cabinet when they feel misunderstood or judged by more traditional French therapists who might be unfamiliar with different child rearing and cultural practises (for example long-term breastfeeding or co-sleeping), or the challenges facing  multi-cultural families.

I certainly do not pretend to understand the cultural background of all of the families I work with, but through my own personal experience, I am aware of some of the daily struggles one faces just trying to adapt to something as potentially stressful as a new school system …

GL: Where do you come from and where did you train as a therapist?

Nicola: That’s not such an easy question for me to answer… I was born in Germany to German parents, and have since lived in six different countries across four continents. I originally trained as a psychologist specialising in child development in the UK, but after a short career in a major child and adolescent psychiatry unit in London conducting psychological research I decided to train as a play therapist.

I think I realised that I am much better suited at playing Peter Pan with four year olds than at establishing a diagnosis or quantifying human experience in order to plug the results into a computer for analysis.  Don’t get me wrong, I respect and value psychometric testing when it’s necessary and well-carried out by a sensitive psychologist – but those are not my skills and no longer the approach I practise. My training as a psychologist remains extremely useful to me and it definitely informs my work, but I have tried to move away from ‘putting problems in boxes’ to working and thinking problems ‘out of the box’.

GL: What languages do you work in and why?

Nicola: I work using the languages I am fluent in – that is English, German and French.

GL: Why did you come to Grenoble?                   

Nicola: Our move from the USA to Grenoble was not an easy one for me – I loved living in California, but at that time it was necessary for our family to return to Europe. Luckily we were able to settle in Grenoble since it’s so central in this fantastic mix that is Europe.

GL: What difficulties, if any, did you have in setting up your cabinet in Grenoble?

Nicola: Perhaps the biggest hurdle for me was that play therapy didn’t exist here – at all. There wasn’t even a French translation for it, so I made up my own, la Thérapie par le Jeu. I am affiliated and registered with several international play therapy associations – but none of my foreign qualifications were recognised in France. Coupled with an attitude I frequently encounter here of “no one’s every done that before, so surely there is no point changing things by trying something new now….” I took a risk setting up my practise without any professional network.  And now, of course, that the cabinet is up and running, the French reaction is extremely positive and open minded with reactions such as “why don’t you train people here”!

GL: What advice would you give people setting up their own businesses/private practices in France?

Nicola: I’m not sure about giving advice, other than don’t be put off by all the scary looking forms and impressive civil servants. It does sometimes feel like everyone is trying to dissuade you from even trying, either by piling useless and endless paperwork at you or by sounding generally negative and complicated about relatively straightforward business. But if you have enough time to stand in queues and patiently rephrase your question for the third time, often that very same administration (like the URSSAF) can actually be a goldmine of information. France really is ready for some innovative business ideas, if you can just navigate and bully your way through the system.

Hoping to relocate to France?

Sylvie Leroux is account manager at ETC Logos, a company specialising in relocating foreign employees to the Grenoble area. Here are some of her top tips for successful relocation.

That’s it, your management has made the decision!  

THEY need YOU in Grenoble, to exchange your skills with the French team … 

You might have a sense of mixed feelings and certainly a whole load of questions left unanswered by your company (at home or in France). 

Well, here are a few basic tips … 

First, you need to decide wether you want to be helped or not. You can get a relocation agent, someone who knows the town, the area; a local company being better than an international group. They will advise you on the right place to live according to your criteria and they know the right people, which might be just as important as having the right documents. They have good contacts with real estate agents, bank managers or French administration staff and with a phone call,  they can settle any problem which would be trivial at home but can become huge when abroad. 

“We, at ETC Logos, have been working in Grenoble for more than 15 years and we’ve got a very good network,” says Isabelle Callard, Relocation Manager. ‘”When I came back from the USA in 1986, I started with the concept of relocation, people didn’t really know what it meant, today, it’s easier as we are well recognised in this field.” 

Second, be patient! Immigration process: 3–4 months; house search: 2–4 weeks; getting a plumber to come and fix a leak: from 2 hours to up to five days! 

The concept of time and priorities is different all over the world and France tends to be very slow on some issues. 

Again, the person who deals with your relocation will follow up these issues and make things easier for you. You can get down to work and they’ll think about calling the plumber one more time! 

A third piece of advice I would give is that you need to be prepared to face a different culture. 

Although we’re living in a global village, the concept of culture is engrained deeply in each one of us, often without us being aware of it. 

France is in Europe, France is a developed country, France is part of the G20, but France and French people have their own social and working habits which you’ll need to get used to. Grenoble even has its own culture, being a very cosmopolitan, expensive and provincial town. 

The relocation agent can understand those differences and try to work with you on them by providing cross-cultural seminars. 

But beware, a number of people call themselves consultants in relocation or relocation agencies … so make sure you or your company selects one that has a comprehensive range of services, starting from the immigration process before the move to getting someone who will accompany you during your stay and assist you when the assignment is over. 

These people will be the ones you put all your trust in: they will get you to sign official documents in French – of which you may not speak a word – for your house, your immigration file, your bank account. 

Now you can still decide to do it all by yourself, but remember that it might be the recipe for a disastrous relocation.

URSSAF - another elegant French acronym

Patrick Owen shares his experience starting an English teaching business, becoming an Auto-entrepreneur and dealing with France’s particular administrative complexity and love of acronyms.  

So as I come to the end of my ACCRE, I’ve contacted the URSSAF who told me to contact the APCE.  I also contacted the RSI and the CIPAV but had no response.  Therefore I sent an email to the CNAVPL.  I must, also, remember to send my annual report to the DRTEPF.  If all of this sounds like double Dutch, welcome to my world, since I started my own business.  I knew the French administration loved acronyms having lived in France for eight years, dealing with the CAF, EDF, GDF, etc.  However, when I set up my own company I entered a whole new ball game. 

After working in various language schools I decided to work for myself.  Everyone warned me against it; “It’s really complicated,” and, “The charges are really high,” were just two of the comments I heard.  It is amazing that France has so many small businesses, when you hear all the negative reactions.  In the beginning, I wasn’t sure what type of business to create with various projects in mind.  However, I soon discovered that in France, once you have trained to do one thing changing direction is not easy. Changing careers involves financial and time investments that I did not have.  I therefore decided to set up a language teaching business, since this was what I knew best. 

Now, it might be useful to explain why I had decided to set up my own business.  Many language schools will employ teachers on freelance contracts, as I had discovered during my first year in France.  The problem is that to work for a business school or university, where the better pay rates are, you need a principal employer.  In addition, for a reason that I can only speculate at, few employers are willing to sign the paper agreeing to be your principal employer.  There are two solutions: one is to use a société de portage, the other is to be your own employer.  The société de portage acts as your employer, in the sense that they take care of all the administrative paperwork, of course for this service they take a fee.  My feeling was that the fee charged didn’t really justify the work involved,  I therefore decided to set up for myself. 

I attended an event held by my local Chamber of Commerce, which didn’t turn out to be much help.  I was unable to get answers to my questions and, as I was not setting up a commercial activity, they were not the right people to ask.  In the end, it was internet forums that proved to be the most help.  I typed my questions into Google and sifted through the responses.  It was here that I learnt I would have to see the URSSAF.  They seem to be the organisation that catches the companies who are not commercial or tradesmen.  I also discovered that provided I didn’t earn too much and didn’t employ anyone else, the process was fairly simple. 

I printed a form on the internet and headed for the URSSAF.  I had been told I didn’t need an appointment.  This worried me slightly, as I had experienced the queues at the Social Security and the Prefecture.  I was pleasantly surprised to be received within ten minutes of my arrival by a pleasant and helpful adviser.  She rapidly entered my details and answered my questions, in less than an hour I was in business, literally.  She offered me a free appointment with an accountant and, best of all, showed me I was eligible for a dispensation of social taxes for one year.  I left the URSSAF with a whole different image of the French administration. 

The dispensation for one year is important and a big helping hand.  Normally a company’s charges are fixed for the first and second years.  Then the third year’s charges are calculated on the real income of the second year.  The problem is that, although, the first year’s charges are relatively light, in the second they double and this kills a lot of small businesses.  Now, certain categories of business creators, the unemployed for example, can ask for a first year free of charges.  I qualified because, although I resigned, I had been looking after my kids one day a week and received income support.  This taught me that you have to read everything because there is often an advantageous exception which you may not always be told about. 

While surfing the internet, I also discovered that if I wanted to teach in companies I would need to make a déclaration d’activité with the DRTEFP (Direction Régionale du Travail, de l’Emploi et de la Formation Professionnelle).  In France, companies are obliged to pay a tax towards the training of their employees.  This tax is often collected by organisations which manage the training funds.  These organisations will only accept training courses run by companies who have made the declaration.  Many people wrongly refer to it as an agreement, however the DRTEFP are very strict in their literature that it is not an agreement from the state, merely a declaration.  

I discovered that with the right documentation, a curriculum vitae, a casier judiciaire vierge (a document you can order online showing you have never committed a crime), and your first training contract the procedure was straightforward.  It is the contract which can be a little complicated, if you haven’t got a declaration number how can you sign a contract?  I got around this problem by noting that my declaration was being processed, and offering my first client a clause whereby if I didn’t get the number the contract was null and void. 

I treated starting my business rather as a challenge and as time went on it became a puzzle, for which I was never sure I had all the pieces.  To be honest I enjoyed pitting myself against the French administration and proving those who said it would be hard to do wrong.  It must be said that I chose the simplest possible structure and being a teacher, who teaches in companies, I have very few overheads. 

It is worth mentioning in conclusion that a law was passed in 2008 making it even easier for freelance teachers.  The status of Auto-entrepreneur is designed for people who may have multiple employers as well as working for themselves.  The process of setting up is very simple and can even be done online.  The real boost however comes in terms of charges and tax.  The Auto-entrepreneur can choose to declare his turnover each month or trimester.  The social charges and tax are calculated based on what he declares and paid immediately.  This avoids the nasty bills arriving one year after a good year.  It also means that if you have a month with no income you pay nothing.  This regime is much more sensible for someone like me. 

Unfortunately, and here is the downside of my experience, getting information about this new status has been hard.  I have read the law and the Auto-entrepreneur’s handbook.  As a sole trader I can ask to benefit from the same regime, and I have done so which brings us back to the beginning of the article.  The acronyms are all the people I have contacted to ask for help changing my status.  

On the whole my experience has been positive; the principal problem has been people.  Everything one needs to know is on the internet.  When dealing with employees of the various administrations it is a case of pot luck.  The first person I saw was excellent, others have been less so.  I once made the mistake of phoning on the day of a strike, my call was answered after prolonged ringing by a harassed and unhelpful lady.  I blame myself for this one, though, after three years in France I should have known you don’t phone the public service on strike days, I was lucky someone answered.  My advice is to be determined, do your research and treat the experience as fun, and you will be fine. 

Patrick Owen
www.englishcoach38.com
letter-from-france.blogspot.com

LEROY & SCARPA: neutral-toned, softly-chic faux-fur throws and pillows

Nearly one year on from their first meeting, Grenoble Life catches up with Kris Leroy, the American founder of Grenoble-based soft furnishings design company LEROY & SCARPA, France, previously Chic Throws.  

Grenoble Life: Why the name change? 

Kris Leroy: As Axelle and I are now associates, both managing the company and aiming to launch a luxury brand, we definitely needed to change the name for a fresh start. Chic Throws was also impossible to pronounce in French! I had originally had a direct e-commerce strategy for the business in place but realized that it was best to focus on my designs, our originality and leave the B2C to others more specialized. 

As most designers, it is important to keep your name in the frontlines and not hide behind a meaningless company name. We have invested in our new name/logo which I think reflects a more luxurious brand. 

GL: Who is Axelle? 

Kris: Axelle Scarpa and I used to work together at Ericsson Hewlett-Packard Telecommunications (EHPT) over 10 years ago. We have remained friends ever since and over lunch I’d told her my dream associate would be someone like her, an expert in supply chain management and purchasing. She was just finishing her tenth year at HP and was ready for a serious change in environment as well as an entrepreneurial challenge and quality of life improvement. She said, why don’t I come to work with you and I’d thought she’d had a bit too much wine at lunch …

Since April we’ve combined forces, and mutually thank each other for ‘our new life’. It’s great as we prioritize family time (i.e. working four days a week) however often meet online after hours to achieve our goals. We have moved our offices to a business park where our communications agency was located. It’s only 100m away from our last office but we have much better natural light (so I don’t have to go out on the roof to see the true fabric colors) and air conditioning! 

Kris Leroy and Axelle Scarpa

GL: What is there to do now that you’ve joined forces? 

Kris: We need to basically start all the business filings again in SARL format with the Chamber of Commerce and choose partners with whom we want to launch our new brand. (accountant, notaire, fabric suppliers, communications agency, etc.) You are only as good as your partners.

I am working on the new Winter 2010 collection for the first professional fair in Annecy in June. This will be the test for the B2B market where originality should prime over the traditional ‘mountain décor’ suppliers to ski areas in France, Switzerland and Italy. We are really targeting the chic boutiques in the ski areas in Megève, Chamonix, Courchevel, etc. and hope to ‘wow’ them with our new collection, for their international clients. I have spared no expense on the fabrics that come from top and unknown designers in France, Italy and the UK for the Courchevel Chic collection. 

Since the crise clients are craving color and that is what we will bring them as well as neutral-toned, softly-chic faux-fur throws and pillows (see top image).

GL: So you are ready to hit the market now? 

Kris: Now that Axelle is on board, I finally can focus on my added value which is sales and marketing. This past year has been spent getting our supply chain in place and prospecting both the B2B and B2C markets. I literally haven’t had a chance to really hit the pavement running with our collections. All sales have truly been through word of mouth. 

We just need to finish the website, the catalogue and the samples for each collection, photograph all and then I’m set to meet clients and take orders … Now that production is confirmed and we have about a two week lead time on production (better than our competitors who are importing from abroad), we can really stand out. 

Also, we need to perfect photography which is difficult to capture a large throw on a thumbnail-size photo and is quite a challenge for our internet resellers. We are currently testing photographers and have a great photo shoot in place that should all come together in May.

Leroy & Scarpa

GL: In terms of design are you comfortable in this new market? 

Kris: Axelle and I just came back from London where we attended the Kelly Hoppen school of design. This program really helped me fine-tune what I was designing to be in harmony with Kelly Hoppen’s style which caters to the same clientele. I have finally overcome my fear of neutral linens and can expertly decipher the difference in taupe and sand tones.

We have also joined forces with our communications agency and www.ateliermartinberger.com to create www.cocotte-design.com, which is a blog for girls who like to talk about girls in design. We are having loads of fun with this project that just launched last weekend and are meeting a lot of interesting people in design. 

GL: What has inspired the new collection? 

Kris: I have found three new fabric designers that are really in tune with my style and blend well with what we have already. I have also found a sculpture-designer that can make the buttons that I’ve been trying to find worldwide as a final touch to the collection. We will also be designing our own buttons as finishing touches with our new logo. 

As we are actively targeting the ski areas, we are using a lot of faux-fur in bright colors and neutral tones. We only use French and Belgian top-quality fabric and the result is an ultra-soft, emotional / sensual product. It’s not just a throw! 

We are also launching some furniture at the fair in June: plush, patchwork chairs and cube tables. 

We have been lucky as the press has sought us out and especially the new magazine ‘Cosy Mountain’ which is the first ski-area magazine for contemporary design. Once our packaging is complete with the new logo, we should have a four-page spread in their fall issue. 

GL: And then what? 

Kris: Once summer arrives, I need to start designing the Spring Collection for 2011 which will include outdoor fabrics (pillows, lounge covers, poufs, plush chairs). We also have lighter throws planned for cool evenings and brightly colored pillows to match. 

I am also working with a graffiti artist to design some eclectic throws for artsy and adolescent clients. I am inspired by Banksy’s wall art in the UK and hope to transfer others artists’ designs onto throws, headboards, etc. 

We are working on our first chic-boutique deal in London and then who know where outside of France … For the moment we will focus on our home-base and slowly branch out to Switzerland, Italy and other foreign markets. 

We do want to maintain a ‘boutique-brand’ and not sell to large department stores. The idea is to remain exclusive and maintain a smaller, very happy clientele.

Need advice on giving constructive criticism? photo: rocksee

The Working Women’s Network of Grenoble (WWNG) will hold a Personal and Professional Development Seminar entitled “The Power of Feedback: Using Criticism Constructively” on Saturday, June 5, 2010 at Grenoble’s Mercure President hotel.

The seminar comes on the heels of the successful March 2010 “Personal Branding through Social Media” workshop facilitated by WinSoft International Social Networks Manager Kelly Rigotti. The WWNG seminar series provides unique opportunities to benefit from the insights of high-level international professionals. The June 2010 seminar will be facilitated by international trainer, facilitator, and certified coach Marie-José Astre-Démoulin, who works for a leading NGO in Geneva and who delivers workshops for private clients on an exceptional basis.

Turing criticism into opportunities in the workplace

Have you ever had to tell an employee that they must make improvements in their work? It’s hard to tell someone they are not meeting expectations – and yet all managers should know how to do this. Have you ever had a negative performance appraisal yourself? It’s not enough to defend yourself well – you also need to hear what’s behind the criticism and address the underlying issues. Have you ever had a customer vocally dissatisfied with your services? Hearing negative feedback is one of the most difficult communication issues that professionals face.

This full-day, hands-on seminar given in English will provide you with effective tools to handle these difficult situations with grace and turn them to your professional advantage. Trainer Astre-Démoulin will take participants step-by-step through a proven feedback process designed to reduce tension and increase cooperation in the workplace.  

Space is limited to 24 participants, and the seminar program will be customized to meet participant needs based on a personal questionnaire. Translation company owner Sara Freitas-Maltaverne, who attended this seminar in 2009, explains, “Going into the seminar, I was getting ready to ‘let go’ of a client due to increasingly tense relations. Marie-José presented a process that helped me turn the relationship around. A year later not only am I still working with the client, but our relationship has deepened and we have even developed new business opportunities together.”

Registration for the WWNG Seminar is open to the public. Registration is €85 for WWNG members and €105 for non-members. The registration fee includes the full-day seminar, lunch with the group, and two coffee breaks. For more information or to register, visit the website.

Odyssey Intercultural

Michelle Mielly is MSc Marketing Program Director at Grenoble Graduate School of Business. She talks to Grenoble Life about her background, adapting to life in France and Odyssey Intercultural, the training consultancy she founded.

Grenoble Life: What is Odyssey Intercultural and who is it for?

Michelle Mielly: Odyssey Intercultural is a brand I created four years ago in my work as a consultant with Act’Rmc here in Grenoble. Its name reflects the long and multi-faceted journey that one experiences when working and living interculturally.

The training I have developed targets individuals, teams, and organizations wishing to acquire greater intercultural competency. They may be involved in an acculturation/expatriation process, working in a multicultural team environment, experiencing the ins and outs of a corporate merger or international joint venture, or managing any form of diversity in an organization. Any of these common situations requires intercultural competency.

GL: What are some of the dangers of poor intercultural understanding and management?

Michelle: Stated simply, failure is the biggest danger. Failure in business ventures is often attributed to incompatibilities in strategy, business models, operational technicalities, or management styles. However, when one looks at some of the most spectacular failures in international business, the hidden dimension of culture is often the origin.

The examples are multiple: Disney’s implantation strategy in France and in Hong Kong, the Daimler-Chrysler merger, Lucent-Alcatel’s missed mission, Schneider Electric’s difficulties with a number of its foreign subsidiaries, and many more. Some of these examples illustrate that cultural issues create great obstacles, but the good news is that you can overcome them with hard work and the investment of time.

Another danger is missed opportunities. Creating a bad first impression takes a long time to correct, so it’s better to go into international business with an open mind and conscientious preparation. Many opportunities are lost due to individual cultural differences that inhibited the establishment of a long lasting and productive relationship.

When people don’t feel respected, if they perceive a lack of interest on the part of the other, if they lack the fundamental trust at the foundations of the relationship, or if they think they are being stereotyped negatively, they go into defensive mode. Most of the time they actually start behaving in ways that may confirm the other’s stereotypes!

It must be stressed that in speaking of cultural differences in the corporate context, we are often talking about corporate, and not national or regional cultures. There are dozens of examples of mergers or acquisitions between the same national cultures, but the corporate cultures involved were profoundly imprinted and elusive to change.

GL: Odyssey Intercultural specializes in European-North American relations. Could you elaborate on how these relations can be complicated or sensitive and why Grenoble in particular might require such a service?

Michelle: Cultural differences exist between any two cultures: just looking at Western Europe’s dazzling diversity is overwhelming! Statistically speaking along national cultural dimensions, there are much greater differences between France and Denmark for example than there are between France and the US.

So why train people to work better with North Americans (Canadians and US)? Precisely because there is an incorrect perception, due to excessive and sustained commercial and popular culture exposure, that these cultures are familiar, superficial, and that there is not much more to know about them.

Upon closer examination, however, one finds differences of deep and significant import. It is one thing to watch American sitcoms, eat at McDonald’s, study the English language, visit Toronto or the Grand Canyon for two weeks. It is absolutely another to work, communicate, and negotiate with North Americans on a daily basis.

One example: the perception of time. First, is time a disposable resource? What is an acceptable turnaround time in responding to an email (reactivity levels)? What is the best way to organize time allocation for a project, or just for a meeting? How does one divide one’s personal time from professional time and is this necessary? Should people be available during vacation periods? How much vacation is necessary? What are the expected working hours in companies?

Grenoble’s high tech economy provides a stunning example of how globalization has simultaneously simplified and complicated our work environment. And this environment has an impact on our personal lives as well (increased travel, the need to work odd hours to accommodate conf calls internationally, etc.).

Managers now have teams working 24/7 on their global projects, so deep integration through collaborative technology is a reality today. An industrial project, for example, involves teams in multiple time zones with multiple local environments that contrast sharply from one site to another.

While technically we have the means to run long and short term projects across the globe, on a personal individual level, we often simply do not have the intercultural tools at our disposal to sustainably manage the complexity of the different cultural realities that each site and international counterpart presents throughout the project lifetime.

Partnerships in many forms between Grenoble-based organizations and North American organizations are extremely common and new ones are forming constantly. Due to the perceived similarity of our cultures, most of my clients do not see a need for my services at the start of the project, but usually begin to perceive the need once the challenges have begun to appear.

GL: Why and how did you set it up?

Michelle: I set up this activity to be able to develop trainings that had begun to be requested by local companies to whom I had been referred. As in any activity, a couple of companies ‘took a chance’ with me and offered me a first opportunity to develop a training on French-American intercultural communication.

Thanks to their confidence, I was able to get my grounding in this fascinating field and to develop and test my trainings on people directly working in the corporate environment. My work with people on both the French and American sites of these organizations has helped me see the importance of working with people on both sides of the fence.

GL: Tell us a little about your background

Michelle: Ethnographically speaking I fully identify myself as a southerner: born and raised in Texas to parents from Louisiana and Oklahoma. I grew up in a small town outside of Houston, where I spent a great deal of my time riding my horses and learning the value of simplicity and the happiness of being outdoors.

I started learning French when I was about 15 and then switched from the rodeo circuit to the international summer exchange circuit. I worked my way through undergraduate studies, three graduate programs including Pennsylvania State U and Harvard, and in between got some great experience working in the field.

Trained in linguistics, foreign language pedagogy, intercultural studies and anthropology, I’m politically progressive but culturally conservative. I am proud of my roots and the values I received from them and encourage my students and clients to never lose sight of those values, no matter how much adaptation they must do internationally.

GL: You’ve also worked in Africa and Central America, can you tell us a little about this and how it influenced your thinking.

Michelle: In my 20s I spent a lot of my time backpacking—Europe, Latin America, SE Asia, Africa. Studying comparative literature with a focus on contemporary Central American writers led me to Costa Rica where I had an exceptional experience. I wrote for the local English speaking paper in San José, translated the poetry of Ana Istaru, and had the chance to manage an ecotourism outfitter in the Northwestern pacific region of Guanacaste with 14 employees. This experience made it clear to me that development work was for me.

When I went on to study for the Ph.D. at Harvard, I focused on Francophone African civilizations with a focus on modern day cultural producers and how they contribute to economic and cultural development. I got to live and work with the extraordinary artist Werewere Liking in the Ki Yi Village, Ivory Coast.

These experiences involved huge amounts of negotiation, adaptation, and exhausting reappraisals of my priorities. I initiated as a part of my doctoral thesis for example a US tour of seven African artists in the US in 2004 involving 10 universities across the US, from New York all the way to Ohio.

I began to recognize that I had a certain ease in working with very different cultures and in coordinating among diverse partners in complex situations, constantly negotiating for the best compromise for all. I had in fact through these experiences developed my own working philosophy and own tools, but not until my work in intercultural management had I actually started thinking about them in terms of knowledge transmission.

GL: Concerning European-North American relations – as I’m British, where do I fit in? Do your clients ask for intercultural training on British working and cultural habits? How are we often perceived by others (wrongly or rightly)?

Michelle: Well, you and I have a lot in common in terms of cultural heritage. The US could be considered to simply be the most successful colony of the Commonwealth! And yes, I have actually been asked for help in companies working with the British, but I always involve a British colleague or graduate student in order to legitimize my work on that culture, to provide the most authentic training possible.

In terms of perceptions, the French have the perception that the British are not as trustworthy as the Americans. I think both cultures (French and English) perceive the other as ‘perfidious’, as traditionally both sides of the Channel have portrayed the other as capable of treason. Idiomatic expressions such as filer à l’anglais or ‘to take French leave’ illustrate the mistrust. And who can blame either? There is a lot of water under that bridge of collective memory.

Another perception that the French have is that the British have a more complex communication style with more ‘code’ and irony. And that is one that I fully agree with!

GL: What are some of the difficulties you have faced adapting to life in France and how have you overcome them?

Michelle: In terms of my greatest difficulties to adapting to France in particular, I think most of them were due to differing communication styles and my own unrealistic expectations. These created great obstacles for me here, and it took me some time to have close French friends.

I had learned from my southern American upbringing and values, what we call southern gentility, that there are certain things you just cannot do, for example:

It is impolite to confront or challenge others’ ideas in public, particularly if you do not know the person well. It is impolite to say provocative things about another country or civilization in front of the person representing that country. It is not kind to interrupt someone when they are speaking. It is not good manners to correct another person’s accent or pronunciation if they are learning your language. Finally, outside of communication issues, it is extremely rude to jump in front of someone in a line (or a queue as you say in the UK).

I progressively discovered to my astonishment that all of these behaviors were common in France, part of the way people operate here generally. It is perfectly fine to criticize others in order to spark a debate or discussion, to see whether you are capable of holding your own when it comes to rhetorical skills (of which the French have plenty).

It’s part of their philosophical heritage to critique other civilizations and to look upon the outside world as less attractive than France, but they actually want you to convince them otherwise. That’s why they provoke heated discussions which are in no way unfriendly. A sign of a strong relationship between two people here is to be able to argue heatedly and passionately with each other, often in public.

Frequent interruptions in France are normal and common in discussions, formal and informal. Correcting someone’s French is the only way to help that person avoid sounding ridiculous to others, and having someone else correct them later.

Last but not least, if you do not have a strong territorial strategy for defending your place in a queue, people will simply cut in front of you. It was me who needed to adapt my behaviors and expectations to this new environment, to shift from passive to active mode.

GL: Could you give Grenoble Life readers some tips on adapting to life in France?

Michelle: I think the above description could suffice: it’s all about changing your expectations and recognizing your cultural limitations in order to move on. If French people seem strange, rude, or complicated to you, they may be thinking the exact thing of you! You have to be a lot more flexible in another country than you are at home, you have to tolerate a lot more discomfort and sense of displacement.

It can really be frustrating at times and often discouraging. The movement from one place to another, literally translatio, requires a self-reflexive capacity for adapting to the new environment and to those with whom you are in contact. Yet more important than any of this is having a strong dose of empathy. In other words, forcing oneself into the uneasy position of the other, and trying at all times to imagine things from their perspective.

See www.odysseyintercultural.com for more info.

Trudi Penkler: Active Adaptation Counselling

Trudi Penkler is a psychologist, psychotherapist and ‘Intercultural Consultant’ with her own practice, Active Adaptation Counselling, in Grenoble. In the second of a two-part interview, she talks to Grenoble Life about the experiences families can have adapting to life in France.

Grenoble Life: What kind of difficulties can families have adapting to life in a new culture?

A lot has been written about culture shock, but in my experience few difficulties in adapting to a new culture can be attributed to this alone. Certainly there are some very real challenges to be faced in making our lives work in unfamiliar surroundings. Actually living day-to-day in a new country is very different from a holiday visit. Sometimes we can feel completely ‘outside’ of what is happening around us, disconnected, as if we’ll never understand or be part of where we are. There can be a sense of loss when nothing seems to be as it was before.

Although we have risen to the challenge of relocating to a new country and find the differences we encounter interesting and stimulating, we may not identify with anything within the culture around us to begin with and may feel that we are having to live in isolation, surrounded by a world we have no part in. The social support network of family, friends and people who shared our way of life before, is very much missed and it takes time to recreate this again.

We may feel robbed of the roles that gave meaning to our lives and defined our social identity before. Generally this proves to be temporary as we start forming new habits and patterns, new friendships and connections which bring meaningful structure to our lives again and also when we realize that the previous chapters of our lives are still important. If, however, sustained helplessness, anger or resignation emerge, with continued feelings of anxiety, disorientation, confusion and depression, this requires attention.

When we establish our homes in a new environment, we’ve stepped out of the rut of our own ‘normality’ for a while. Any day-to-day challenge we would have managed in familiar circumstances will require more of us in unfamiliar ones – more concentration, more energy more time. Being prepared for this and accepting it upfront as part of the adaptation process, rather than resisting it and hoping for things to feel the same as before, is helpful.

We also need to be aware that we take ‘ourselves’ with us wherever we go. This means that pre-existent problem areas like fragile marital situations or wobbly self esteem, parenting difficulties or dependency issues will not go away or magically be ‘fixed’ in the new situation. Not only will they re-emerge, but they will be amplified by the stresses of moving. This is not necessarily a bad thing. Sometimes being brought face-to-face with difficulties that we’ve been carrying with us for years, but can no longer ignore, pushes us to address them.

Education is usually a very important priority for globally mobile families and whereas younger children generally adapt relatively easily, moving older children may be more difficult. Adolescence is of itself a time of change during which young people begin identifying more with their peers than their parents. Resentment, disengagement, helplessness and unhappiness can set in, if these young people feel they have been uprooted against their will and they will need empathetic understanding rather than motivational lectures from their parents. It is important to keep communication lines with teenagers and younger children open, especially about choices concerning them, at all stages of the relocation process.

When couples move, one partner’s career has often been favoured and the other may have renounced their own professional development and feel that they have lost too much, particularly if they are unable to resume a professional activity in the new country, because of language, legal or family constraints.

Leaving parents who are aging or in ill health behind in our home countries may be difficult.

GL: What other advice would you give families considering making a move to a new culture?

We don’t only take our weakness with us when we move across cultures, we also take our strengths, sometimes strengths we didn’t even know we had. We all have the resources within us to adapt to change, if the conditions are there to allow access to those resources …

But we do need to be very clear on the reasons for a move like this. Each individual family member may not be equally enthusiastic or benefit as much from the change, but each will be happier to be part of it all if the reasons have been clearly discussed and they makes sense.  

When we’re going to embark on an adventure like this, preparation is indispensible, not only in terms of the logistics of the move, but in familiarising ourselves with information about the new culture. Knowing more about the documented “do’s and taboos” of another culture is not going to prevent us from encountering obstacles and making mistakes anyway though.

A very important aspect of good preparation will involve also thinking about how we’re going to deal with change. Our emotional reactions and personal experience of a new situation are so much more positive when we’ve considered this beforehand and are consciously prepared to develop a tolerance for difference and uncertainty.

Things will be new and exciting, but the ease with which we did things in a familiar environment will not be there to begin with, especially if acquisition of another language is part of the equation. Simple tasks that we did without thinking before will take more time and effort. Although this may be frustrating, this doesn’t mean we’ve become less effective.

Coming to grips with the language of the country we’ll be living in will be essential, but there is no rule book as to how best or how quickly this should happen – we shouldn’t allow ourselves to be bullied into feeling inferior, while we’re actively learning and not yet proficient in a new language. Adapting to a new culture is not an end-point or a destination. It is a process, a learning process. We’re on the path and we are continuously progressing as long as we keep going. The pace of our own individual progress should not be measured or dictated by self-appointed ‘experts’ we may meet.

We’ll need to be gentle with ourselves, set realistic (yet ambitious) goals and respect the values and protocols of our host culture, without compromising our own. For a while our judgement will be a little cloudy while we’re learning about a new culture. It is important to consciously switch on the ‘data gathering radar’ in our minds, observing curiously all the time and verifying our conclusions by asking questions, rather than assuming we’ve understood what we’ve experienced. Most people will not find our questions bothersome and on the contrary, will enjoy being considered wise enough to be consulted.

Everything is easier when we feel stronger, so looking after ourselves health-wise should be a priority. Children should be kept informed of family decisions all the way (they’ll the need reassurance that their parents are ok, if a little lost and confused, still ok and still in charge).

We shouldn’t give up on the things we love or do well, music or painting, football or throwing a frisbee, but we’ll need to put effort into finding how to continue these activities in a different way. We also shouldn’t push ourselves to do things we don’t really want to, even though everyone else seems to be doing them. Some people really don’t like skiing or really aren’t interested in discovering the wonderful French wines here – and that’s just fine!

Keeping regular and ongoing contact with faraway loved ones will be very important too. You won’t have ‘betrayed’ them by coming to France and the more part of your experience they remain, the easier the separation will be for everyone.

And we’ll need to take the time to have fun and enjoy being where we are. This is not a test of endurance but an adventure and an “Adventure is worthwhile in itself.” (Amelia Earhart)  

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Please do not hesitate to contact me. My office is at 2 Rue de la République, in downtown Grenoble, just off of Place Grenette opposite Haagen-Dazs.

Tel: 04 76 98 93 85 e-mail: trudi@aac-intercultural.com website: www.aac-intercultural.com

Just landed in Grenoble? Don't worry, there's a club for you. Photo: Guillaume Brialon

Just landed in Grenoble? Grenoble Life editor James Dalrymple gives his rough guide to Grenoble’s expat clubs and Anglophone businesses and services.

I have been asked by the French Entrée website to write a post with general advice for expats in Grenoble and the surrounding area, including relevant clubs and associations to join. Where to begin? Maybe you have already heard claims that Grenoble has one of the biggest Anglophone communities of any French city. I’m not sure of the real stats, and I will resist the temptation to invent some here, but suffice to say you stand a good chance of meeting other English-speakers whether you wish to or not.

It can be a bone of contention. Some people get defensive about the expat thing, saying something along the lines of, “I didn’t come to France to meet other [insert relevant English-speaking nationality here], I came to meet French people etc.” I don’t really subscribe to this view. When I lived in the UK, I always gravitated towards people who were very international in their outlook, and counted many cultures among those I called my friends. Just because I came to live in France, doesn’t mean that I should only spend time with French people just to feel good about myself. Among the expat groups and associations listed below, one may find many Anglo-French couples, so-called ‘third culture kids’, and all manner of general pan-European activity that belies the widely held view of what expat communities are.

Most new English-speaking Grenoble residents, particularly those with families, are likely to encounter Open House, the city’s long-established and possibly largest expat association. Among the activities Open House organizes are children’s parties, excursions, wine tastings, lunches, outdoor activities, book groups, coffee meetings and French-English language exchange.

The more student-orientated Happy People 38 organizes intercultural social events and language exchanges. Meanwhile, Celtic Connection promotes Irish and Scottish culture and sport in Grenoble and hosts Hallowe’en and St Patrick’s parties, a Burns’ supper, and summer picnics. Scottish expats and a host of other nationals can also be found at a weekly Knitting Bee at Café Leyritz, Place Vaucanson, every Tuesday afternoon at 2pm.

Although not Anglophone I feel duty-bound to make you aware of the lovely people at Le Club Danemark – Rhône Alpes, who are known to organise Glögg parties, Danish lessons and excursions, including cross country skiing. For more info contact: danemark-rhonealpes@live.com

English Talk Radio, presented by Vivian Draper, is a bi-monthly show on 90.8 Radio Campus Grenoble.  The show talks about film, theatre, finance, restaurants and travel, and has a variety of topical local guests; every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble.

For those expats who want their young children to have plenty of contact with the English language, there are some associations which can help with this, including Communication Café and ABC Anglais. Alternatively, French language classes for adults can be obtained from a variety of institutions and associations outlined in depth here.

If you are looking for American or British style cakes there is The Cake Shop and Bookworm Café. The latter also hosts book and poetry groups, language classes, local artists’ exhibitions and occasional musical performances. They also buy and sell second-hand English books, and have English newspapers and magazines to peruse. Furthermore, if you meet French friends yet to be convinced of the potential merits of American cuisine, Pumpkins might be wise place to convert them.

If you can’t find the book you are looking for at Bookworm Café there are two Anglophone libraries, La Bibliotèque Anglophone de Meylan and the English Library at Babel, which also runs book groups for teenagers and adults. Many municipal libraries also have English-language selections, particularly the International Public Library.

Given the dubious French proclivity for dubbing foreign language films into la langue maternelle, you may want to exercise caution when going to the cinema. Le Club (rue du Phalanstère) and La Nef (boulevard Edouard-Rey) are two theatres with dependably interesting programmes, all in version originale. For more info on the city’s movie theatres and film festivals, check out this comprehensive guide.

For church-goers, members from about 10 different denominations and 15 nationalities are welcome to attend The English Speaking Church of Grenoble, which also has a programme of social activities including dances, crafts nights, family evenings, visits to local attractions and walks.

In terms of professional development, the most dynamic and active association is the Working Women’s Network of Grenoble, which organizes networking lunches, workshops and seminars, and is run by a very helpful and efficient body of women. For opportunities to do volunteer work there is VSArt, an association that brings cultural opportunities to disadvantaged and elderly people. The Grenoble chapter was set up and is run by American Meredith Charreyron.

Grenoble also has a number of amateur English-speaking theatre groups. Students of different ages from Cité Internationale Scolaire de Grenoble participate in an annual pantomime and Upstage, respectively. The latter puts on very high quality plays every year at Ste-Marie-d’en-Bas, a 166-seat theatre off Place Notre Dame. Likewise, students of the English department at Stendhal University put on productions on campus every year. English-speakers are also invited to join a new Grenoble English Theatre Group, run by Nathalie Joshua. Novices welcome. For more information contact her at nathaliejoshua@hotmail.com

For health and well-being, Anglo-style therapeutic massage and aromatherapy can be obtained from Amy Cannata (waterfallwellness@me.com) and Shiatsu massage from Rebecca Skillman.

Finally, of course, I mustn’t forget to mention your very own Grenoble Life, which has articles and practical info for English speaking residents past, present and future. It also includes photo sharing, free classified ads and interviews with prominent members of the Anglophone community.

If I have forgotten any essential clubs or organizations, please use the comments box below to add to the list.

Managing Your Professional “Brand” through Social Media

Mickey Farrance, President of the Working Women’s Network of Grenoble, announces a seminar on Saturday, March 20 at the Grenoble École de Management called Face-to-face to FaceBook: Managing Your Professional “Brand” through Social Media. Find out more here.

“‘To google’ is now a verb, and it doesn’t just refer to looking up information about things, it also means looking up information about people.  That means you, me, the next person applying for a job, or somebody I might consider working with.”  — Kelly Rigotti, blog, marketing and web presence consultant.

What do you find when you google yourself?  For professional people—entrepreneurs, business owners, consultants, job seekers, or anyone with a career in progress—this is an important question.

A professional image means conducting business professionally, dressing professionally, networking professionally— today, a professional image also includes what is out there about you on the Web.

What does that set of links returned by Google say about your professional image?   And how do you “manage” that information?  It’s random, isn’t it?

Not quite.  In fact it’s possible to manage your professional image— and not as hard to do as it might sound— through the appropriate use of social media:  LinkedIn, Viadeo, Facebook, Twitter, and more.

Here’s an opportunity to find out what this means and how to do it, at a half-day professional development Seminar, in English:  Personal Branding:  Manage Your Image through New Media, presented by the Working Women’s Network of Grenoble on Saturday, March 20 at the Grenoble École de Management.

It’s open to anyone (men as well as women) in the Grenoble area interested in learning how to develop a “Personal Brand” (a good reputation) and manage that online image using the new social media. 

Grenoble Life readers are a tech-savvy bunch, but it seems there’s always something new to discover.  If you are not sure what this “new media” is all about, or how to manage the increasing flow of incoming and outgoing social media communications, this seminar is for you too.  Bring your expertise along, as it’s also an excellent opportunity to share.

To sign up, download the registration form here.

Classroom. Photo: sfar

Gregg West is an American history and geography teacher at Cité Scolaire Internationale. He also handles the school pantomime, organic gardening club, interpersonal communication classes and music club.  In this explosive article for Grenoble Life, he describes his career-long efforts to change the education system in France.

It would be preposterous to assume that any education system in the world does its job correctly, when one observes the amount of poverty, crime, violence, drug addiction, alienation, loneliness, pollution, general unhappiness, and other symptoms of human foolishness, frailty, or limitations.  But one could just say, “Oh well, people do their best and one can’t ask more of them than that.” Nevertheless, when one is a teacher and has to face an educational system day in and day out with its many constraints, it can be very trying, for even if he or she sees many kids succeed and go on to brilliant careers and happy, if not totally unperturbed, lives, there are a lot of others who will live troubled existences.

Over the last 37 years, I have tried to learn to teach and have perpetrated my teaching upon unsuspecting people, both children and adults, in North America, Scotland and France, but I have also had these teaching systems (pardon my syntax) perpetrated upon me. The following observations about the French system are not at all intended to exonerate other systems from similar criticism.

More is better

Since settling permanently in France in 1983 I have witnessed a system which believes that more is better despite the famous saying of Montaigne (loosely translated) that a “well-made head is better than a full head.” Indeed, in the Connexion of February 2010, the minister of Higher Education, Ms. Valerie Pécresse went so far as to say to a journalist “you seem to be contradicting yourself when you cast doubt on the level of lycée students passing the Bac but then suggest reducing the number of hours.”  Really, Ms. Pécresse, this is a national disease, thinking that more is always better. So why not give children 16-hour school days? Children need time for other things than school work to become thinking, feeling, well-balanced individuals. I thought everyone knew that … hmmm.

A second aspect of the French system that is curious for those of us from English-speaking cultures is the belief held by many that school is only for instruction of specific subject matters, does not require a global education of children in terms of understanding their social and psychological context, learning to motivate them, inciting them to improving their citizenship, social relations, and so forth and that, therefore, teachers do not need to learn anything but their own subject matter at university. No interpersonal communication, no group dynamics, no pedagogical methods, no interdisciplinary knowledge to coordinate interdisciplinary projects … It apparently threatens many whose work status and contract only commits them to knowing their subject … even if inspectors put pressure on them to teach better … and the French government has just decided to shut down IUFM (teacher training institutes), something highly consistent with this view.

In this extremely cerebral environment, a third characteristic of the French system, at least insofar as it concerns university-bound students, is that they needn’t develop artistic, manual or day-to-day skills like typing, driving a car, first aid, or cooking at school. (Well, they DO learn road security, but only the theory … ) In short, learning does NOT involve doing things, except writing essays, carrying out a few carefully limited classroom experiments, doing research and other relatively abstract tasks. So these other skills surprisingly only get developed among a minority of people who have the money to do them outside of school or have families patient and qualified enough to help them learn these things. When I see high school kids pecking away with their fingers on a keyboard, when I have to fork out over 1000€ for driving classes, or when I see the beginnings of obesity among French young people like in my native America, I do wonder about these priorities.

Lip service

Finally, as with many other school systems, the French speak of democracy, but practice dictatorship, pay lip service to cooperation and solidarity but practice competition, praise acceptance of differences, but punish those who do not “fit in” with ridicule, humiliating grades, and other forms of social exclusion, lecture people about human rights while submitting high school students to 50 hour weeks (35 hours of class plus 15 hours of homework a week), claim to be ecological while using throw-away pens, producing millions of tons of new, bleached, non-recycled fibre paper waste that are not even recycled, and brag about their great cuisine while abandoning their children to canteens that serve poor quality, poorly balanced meals that contain pesticides, instead of making quality and organic food priorities.  What is the saying, “Do as I say, not as I do?” Problem is, it doesn’t work that way and, as Leonard Cohen said, “Everybody knows…” Kids’ strongest learning experiences stem from doing and from example.

In such an unnatural neurotic environment, is it any wonder then that many French kids suffer from depression, insomnia, smoke a lot of cigarettes, become fashion victims or anorexics, drop out due to a lack of motivation (around 10%), or decide not to care about politics or association activity, plunging into a life of semi-blind consumption as adults, with no personal artistic side that they can cultivate to express themselves healthily? Is it any wonder that they become recalcitrant at suggestions that they drive less (so little physical exercise during their childhood), watch less TV (when did they learn how to entertain themselves?), vote more (when did anyone ask their opinion anyway?), or think about important issues (weren’t they only supposed to give teachers the answers required?), or question notions the media and political elite expound as evident (nuclear energy and genetically modified organisms aren’t dangerous, are they, or THEY would tell us … like our teachers … wouldn’t they?) Once you’ve got people conditioned, it is very hard to change them. Some would even suggest that this conditioning has been done CONSCIOUSLY to preserve the privileges of elite, but I’m not much of a conspiracy theory advocate, so I’ll leave this idea aside. I think it’s just force of habit and past conditioning … an unwillingness to question what came before.

Unfamiliar future

At any rate, all that I have described is what one would call a SCHEMATIC, OVERDRAWN picture of the French Educational system. Of course, there are positive sides, but you all know those; France is one of the world’s leading countries in social programs, economic productivity, democratic freedoms, and so forth … well, for the moment at least … But is this preparing us for an oil-poor, resource-poor future in a world where company relocation to Newly Industrialized Countries may force us to reorganize a great deal of our economy and learn to share, be happy with less, and use our imagination to find new, workable ways of life?

But of course changing things is never easy. People are afraid of unfamiliar ways, they think that what they know is the only way, there are vested interests, it involves calling habits and training into question, it doesn’t suffice to throw money at problems, and even good ideas, if poorly or insufficiently applied will lead to failure. In short, it isn’t a technical impossibility, but it remains a political improbability.

Political debate

I decided in 1987 to try to do something about all this. I spent five years in a minor political party which seemed highly motivated to lead change in society as the chairman of their education commission, consulting hundreds of students, parents, teachers, and others involved in education, as well as union representatives and school directors. We worked out propositions to change school radically (more on what these were later) … something in line with the party’s desire to “create a cultural majority for change.”

I sent the propositions to the hundred or so representatives of various regions in the party’s governing committee a few months before it was scheduled for debate on the agenda. But the day of the debate, there were “more urgent matters” so debate was pushed back till the very end of a Sunday afternoon when one third had already left to take their trains, leaving only 10 minutes to debate a topic that concerns every single citizen of a democratic country. Of those remaining, fully half were teachers … and a plurality of these opposed all the measures which might require them to retrain to handle new functions. So without any guidelines on HOW to change our propositions, we were sent back to the commission to “work on the propositions some more…” Thoroughly disgusted, I resigned as commission chairman.

An alternative school

In the U.S., as a young teacher, I had already experienced the difficulties of even modifying one local system of education, so I reasoned that if what I considered the most progressive political party in France and its host of teachers were unable to be open towards real change, then there was little hope of changing such a huge system from within. I worked for the next seven years on the idea of creating an alternative school, parallel to the system, in hopes that an example outside the system might show people what is possible. But here too I was to be foiled. Among the enthusiastic parents supporting this idea, most were penniless; among the enthusiastic teachers supporting this idea, most, not surprisingly, wanted to be paid! Real estate was too expensive to rent in large towns, and small towns placed obstacles in our path, fearing we might lower already precarious enrolment figures, provoking the closing of their public schools. There were also dreamers who talked about “borrowing seven million francs” from a bank as if any bank would ever entertain such an idea. A subscription among political activists raised some 135,000 francs, but we were never able to establish a three year budget that promised any hope of surviving, even on minimum incomes, so we were obliged to abandon the plan and send people’s money back.

At this point I decided to give up. I had a good job in a public school and began trying to develop extracurricular activities to compensate for the unidimensional aspects of school. I created a music club and later a theater program where kids could learn self-management, cooperation, create, express themselves, develop their confidence, teamwork and self-esteem, associate with older students and adults as role models instead of submitting to age segregation, and receive recognition without grades from those around them.  I found no need to involve parents for the music club, but broke an additional taboo when I got parents involved heavily in the theater program … something few French school teachers like to see … parents in the school working with kids … perhaps because it threatens their own prerogatives to teach as they see fit … but this was only outside of class …

In my own classes, I developed a method of teaching involving considerable debate and discussion, with occasional projects and games, but the program was often so immense that time was always pressing us to return to a teacher-centered curriculum.

Moving the mammoth

I suppose this is why when I was approached by a sympathetic political activist, I accepted getting involved in an association whose goal, like mine, was to move the mammoth (change the educational system) even though I remained very sceptical about the possible success of such an effort.

Over a period of about three years, we developed a support group of some 300 people, including thirty to forty teachers and three school headmasters, and we elaborated propositions very similar to those the education commission I’d managed had put forth only to be rejected. We outlined a plan for creating special schools, particularly in the junior high years (collège), and hopefully one or two in each department, which would function differently and thus serve as an illustration of alternative approaches to education. The basic ideas behind these schools included:

• Only four hours of academic solids per day, so less Math, less French, less language, less science, less history and geography (oh dear!!!). Interdisciplinary projects as a way of exploring basic subjects.
• Groups for enrichment, remedial work and orientation for one hour a day.
• Workshops to learn practical subjects, develop artistic abilities, and physical education 1 hour a day.
• Collective expression and action a few hours a week to put democracy into practice.
• A severe limit on homework and no grading, but still evaluating and testing.

One can like or dislike these propositions, but the fact remains that they allow schools to handle a number of the objections mentioned above and the existence of a certain number of schools of this type in the Northern part of Europe tends to confirm that they can be a positive experience, developing well-rounded, independent, thinking students … if properly applied.

We sent a 10-page summary and a longer 40-page detailed version of the project to various people in positions to make decisions. We met with those in charge of education at City Hall and the Conseil Général, as well as the man in charge of innovation at the Rectorate and the Academic Inspector of Isère. All reacted favorably, saying the idea looked great. When we said we also had a list of teachers and an administrator to run the school though, the Rectorate and Academic Inspection suddenly began hemming and hawing about the fact that they would need to talk to unions about it, that they couldn’t name people on the basis of aptitude or motivation, but only on the basis of seniority points (meaning the death of the project) and that they would have to check with their hierarchy on whether this was all possible (i.e., if it wasn’t pursued, it wouldn’t be THEIR fault …) Despite attempts to get them to put this on paper, they refused and they began doing what bureaucrats do when they don’t want something to happen. They sat on it, refusing further meetings, correspondence or any other indication of their position, killing the project.

Things I can do

So, at age 57, tired of spending so much energy for nothing, I chose to devote myself instead to things I CAN do without political games and support from people higher up. I continued with my teaching job, interpersonal communication classes, the music club with its concerts and CDs, the theater program with up to five shows and 750 spectators per year (our headmaster even had a stage built for us … and other groups in the school to use.) And I created an organic gardening club in our school.

None of this however will make the changes I believe that France (and other countries) desperately need in their education systems if they want to create a vast majority of real human beings capable of adult behaviour, wisdom, commitment, values, and coherent behaviour emancipated from the manipulative, narrow channels that current systems carve for them.

Villeneuve d’Uriage

Rebecca Skillman talks to residents of the hamlet Villeneuve d’Uriage, near Grenoble. She shares with us her discoveries about issues of sustainability and community in Alpine village life.

Perched above the thermal spa town of Uriage, the idyllically located hamlet of Villeneuve d’Uriage is home to around 150 people. I was curious about what attracts people to live here; how people relate to each other in the village; and whether there is more to the hamlet than simply “Grenoble satellite”? 

I talked to three couples who have made the village their home. The interviews reveal the similarities and differences in how we view “nature”, our overall need to connect with each other and our search for sustainability in the 21^st century. 

Kelli (Project Manager, HP) and Olivier (Sales Manager, HP)  

Kelli: I was born and raised in Boise in the US. The decision to move to France wasn’t difficult – this was the right place to be at this time in our lives. What was hard was leaving family and friends. I told myself: part of my cost of living is getting back to the US as often as possible. That’s how I talked myself into making it work, and it has. 

People here have been very kind. At the same time I miss the feeling of community I had back home. In Boise, when you do something like running errands, you have a list of people you’re gonna do things for. You walk in and out your neighbours’ homes – you don’t knock – and it’s very informal. You garden together and you build your houses together. One time my mother’s basement was flooded and suddenly there’s a whole crowd of people fixing the problem and drinking beer, making a party out of it. If there’s an issue, you sort it but have a good time doing it. But here in the village it’s just the two of us. 

I’m very happy here but if I could change anything it would be the distance between Boise and France!  And, day to day, I wouldn’t choose again to work from home. Much as I love our place it’s one of the things that’s slowed me becoming part of the community. 

Olivier: I was looking for a balance between proximity to Grenoble, for my job, and a village that is really alive – people working here, farmers, tractors passing the house. Other mountain villages may be pretty but at 9am they are empty. When I see a tractor here, I’m happy. And it’s the first time in my life I feel content coming back home after work. 

Living in this area, I’m ideally placed for my outdoor passions. I love wild places and I like to spend my weekends rock climbing and skiing. What drives me is being challenged by nature, having the feeling that it’s stronger than me. The down side is that it means I’m rarely home at weekends, and that doesn’t help for integrating with the community. 

Pierre Yves (Research Scientist, CNRS) and Françoise (Research Engineer, CNRS) 

Françoise: My husband, Pierre Yves, discovered the village 15 years ago – and I wasn’t sure, because the road gets very iced up in winter. But the spirit of the village worked its charm on me – even though I didn’t know the place at that time – and I was captivated. 

What appeals to me is that the people who live here are very close to the natural elements, flora and fauna and this closeness expresses itself in the way they rear their animals, and gives the village a special kind of energy. I love being able to walk in the streets in the evening and having nothing but pleasant surprises, and smiles, in my encounters with the neighbours. 

With regard to village life, when we first lived here I was involved with a village association. We organised several events to help people meet each other. As time went by that stopped because we ran out of energy. But now something similar is happening around Alain and Yvette’s farm. 

The people who work on the farm have an attitude and philosophy that’s a little different from mainstream agriculture. For several years they have produced organic wheat using an ancient stone mill to create flour. From this they make bread, the main source of income. Around the farm, there is a small kernel of people who have created an association, Grains de beauté, whose main aim is to promote contact, and a meeting place in the widest sense of the word. This word “meeting” is a common theme in everything organised. For example, it could be a willow basket or bread-making workshop, or the regular choral events.

Pierre Yves: This hamlet is probably unique in the Grenoble area: it is small, isolated and surrounded by nature. The thing that struck me when I first arrived, well before I knew people here, was the timelessness of the place. When you go to Alain and Yvette’s farm, you enter another age; the place feels unchanged in centuries.

Referring to what Françoise said about how people relate to each other …  she mentioned that everyone is friendly. This didn’t happen as easily as that. What’s interesting to me is that on the one hand – of course – there are different factions. The other side of this coin is that there is no such thing as anonymity in the village. 

In Villeneuve there are three broad groups of people: those who have always been here (mostly former farmers), new arrivals such as us (one is a “new arrival” for a long time!), and farmers actively farming. The fact that most of the farming around the village is organic, and connected with nature, contributes to the atmosphere of the hamlet and the area around it. 

The smallness of the hamlet, surrounded by nature, resonates very strongly with me. We aren’t going to be able to forever extend the metropolitan areas; towns, in general, are located in the middle of the richest agricultural land. So at some point this urban expansion will have to stop. Villeneuve feels like a potential model of how we will need to live our lives in the future. 

The development of non-agricultural activities around the farm is, for me, very much linked with the question of how we make the transition to sustainable development. The farm, and the activities linked with it, represents a local approach that restores a sense of collaboration, whether material or artistic, on a human scale and in sync with the rhythms of nature. What happens around the farm seems to me to answer a need that isn’t met in the way we currently organise society in terms of how we connect with each other. It is one way in which people are trying to satisfy this need. 

Yvette (agricultrice) and Alain (agriculteur)

Yvette: I’ve always worked on the land and my life in Villeneuve began when I found a small farm to rent, way back when was 17. I arrived on my own and, at that time, there weren’t many women farming in that way. Suddenly everyone was giving me a helping hand. 

I started farming with some goats and, at the same time, Alain started the vegetable garden. From that, he developed into market gardening. Little by little, I wound down the goats and both of us worked in market gardening. We began to integrate ideas from bio-dynamic agriculture – an organic approach using an awareness of the energies that govern the land, the animals and nature in general. 

We lived through a period that was challenging, economically. At that time the local farmers were amused by our way of doing things. But, when we bought the house, that changed our relationship. They saw that we were managing to make a go of farming and we became the enemy by virtue of the fact that, as people working in agriculture, we blocked land that they wanted to develop. Overall, we had 10 years of good relations, 10 of bad and now we have had 10 years of neutrality – but at least no tension. Our closest links are with people who have moved here from elsewhere. 

In terms of the farm itself, there’s potentail for our level of activity to develop. My personal project is to develop animal rearing: in addition to the cows that we already have, introduce a few goats again, some hens and turkeys. 

Alain: This work may evolve through the support of the association ; it isn’t necessarily a profit-making activity. But you or I, or any of the people at Villeneuve realise that it’s important to have animals in a village and it’s also important to have people to look after them. That’s where I see the link between the farm association and the people of Villeneuve and around. People need to realise that animals bring a particular type of energy which helps us to live. It’s not just the responsibility of farm workers, it’s for all of us, for the future, to realise that we have a role and that it’s important to maintain farm animals. 

In today’s society 9 out of 10 people are doing a job that has nothing to do with our physical world. They live in a virtual world in terms of computers and IT, producing things that we don’t need. This may create employment but it isn’t real in the sense that if this work were to suddenly stop … where would we be? We’d still need to feed ourselves, somehow. This way of living and working leads us to completely disconnected lifestyles where we travel and lead our lives in a complex way when there is a far simpler way of nourishing ourselves. This “virtual world”, on the other hand, generates ridiculous ideas … like that it’s ok to take a plane to the other end of the world for 20 euros. For me that is completely unreal! People want to live in a “green” way but they think it’s ok to buy a plane ticket at such a low price?! There’s hard thinking is needed there.  

I believe people have a fundamental need to regenerate, to get together and do things with others. I see an alternative way forward that contacts what’s deeply important for all of us. I mean, what’s fundamental in order for society to develop. For this we need to make contact with each other, starting with those of us who are able to meet around a place and try to move towards something better, socially. 

I think that a farm is the ideal place to start rethinking how society can work. There’s already a structure, and a sense of birth and creativity – animals, the food we produce. From here we can begin, gradually, a project to develop our society.

For further information about the farm association, Grains de Beauté, and its activities, contact the association: beaute.des.graines (at) gmail.com

Radio. photo: morberg

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. We are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

The February 7 English Talk Radio show took place at The Bookworm Café in St Laurent, Grenoble. Listen to the full show here:

Pat Brans

Grenoble-based Pat Brans is founder of the Master the Moment time-management method, giving speeches and training sessions at companies and organisations around the region and beyond. He tells Grenoble Life about his work, his background, and how to get a higher return on your efforts.

Grenoble Life: Tell us a little about your background

Pat Brans: I started my career as a software engineer. I also did some management. This was for four different startups in the Washington D.C. area. I then got into business consulting, and was director of a team of business consultants with CSC in Cologne, Germany. After three years there, I moved to Grenoble to work with HP, where I got more involved in business development, and eventually took charge of a set of solutions where we applied mobile technology to optimize workforce effectiveness. I was in charge of these solutions world wide. We called these offerings “mobile field sales and services”, because we mostly applied our solutions to help our customers make their sales and service forces more efficient. During this time, I wrote my first book called Mobilize Your Enterprise: Achieving Competitive Advantage through Wireless Technology.

I got to know a lot of people in the industry, and was offered a job with Sybase to manage strategic alliances across Europe. The software we sold was used for mobile applications, mostly applications geared towards worker productivity. I frequently gave talks on this subject at events from Dubai to Lisbon. And in dealing with the partners I managed, sometimes I had to give them ideas on how technology can make people do their work better and faster.

In summary, starting from my arrival in Grenoble twelve-and-a-half years ago, it gradually became very natural for me to talk about productivity.

GL: In a nutshell – what is the Master the Moment method and how was it developed?

PB: I have always been interested in understanding why some people get so much more done than others, and why those who get more done are actually less tired. Throughout my career, I tried to note who I thought was more personally effective, and I tried to learn from them. I kept mental notes on things like how to best run meetings, how to best participate in meetings, how to delegate, and how to be delegated to.

Coincidentally, my work life over the last twelve years has involved thinking of ways of making people more productive through the use of technology. I say “coincidentally”, because these two sets of ideas run along separate dimensions. Giving people tools to make them more efficient is a good idea, but it won’t make the order-of-magnitude difference you’ll get through rethinking your attitude towards goals, making the right choices about priorities, and overcoming the tendancy to procrastinate.

I read tons of books on time management and I read lots of psychology research papers, but this was all theory. And I never saw any approach to time management that was based on emperical data – in other words, going out and asking high achievers what they think. So I picked the set of people I thought have the most to say about time management. And when I use the “term time management”, I’m refering to anything and everything you can do with your time to make you more effective. What can you do to emulate the people who get a lot done without breaking a sweat?

The category of people I selected were CEOs of large corporations. I talked to fifty different CEOs of organisations with revenue of $2 billion on average. These people are themselves very effective – and equally as important, they are perfectly positioned to observe hundreds of other people and develop a well-founded opinion on why some people achieve more satisfaction than others.

Over the last 18 months I synthesised what I learned from the CEOs, what I got from psychology research, and what I learned from other books on time management. The result is Master The Moment, which is my methodology on time management. One of favorite aspects of MTM is that it aims to help people change habits. All the good ideas I got from my research mean nothing until the readers of my book, and the people who attend my training or seminars, integrate the ideas and make them habit.

In order to integrate an idea, you have to understand it, and you have to take it on freely – it can’t be forced upon you. I checked my work by talking this over with leading psychologists, such as Ed Deci and Roy Baumeister.

To change habits, it helps to have a visual reminder. Also the ability to change habits is something you can develop. My approach to developing good time management habits is taken from Benjamin Franklin and his approach to developing Thirteen Virtues. As a young man, Franklin listed 13 areas in which he would like to develop better habits. Every week he would work on one, finishing the list after 13 weeks, then starting over. He would carry around a notebook in which he would mark everytime he reverted to a bad habit in any of the thirteen areas – not just the area of focus for that week.

I have six steps to better time management. Each step is a category of habits. I have sheets I give students to allow them to track progress in each area. I ask them to focus on one step every week. The sheet serves as a visual reminder, which is very important in habit forming. I follow up with a phone call to each participant around two months after the training.

You’ll never achieve perfection, but if you can change one or two habits, you’ll make a lot of progress.

GL: Why do you think time management is such a big issue in the modern workplace?

PB: I think time management has always been important. Our ancestors were up against a lot of pressure – in most cases, much more pressure than we have to deal with today. Few of us have to deal with war, the death of our children, or hunger. Life is really easy, if you think about it.

I don’t want to minimise the issues people face today. But part of my training is around checking your attitude, and I think a lot of people have the attitude that their situation is really bad and that external forces are making them unhappy. You have to take responsibility for your situation and focus on the things you can change. The fact is, most of us in developed countries are pretty comfortable compared to 95% of the people who have ever walked the earth. I’m not a positive thinker, I’m just being realistic.

In today’s work environment, I see two groups. The first group sees work as a way to make a living – for these people, work is a burden and no fun. The second group is looking for self actualisation. They want to be somebody through their work.

It’s important to feel a sense of choice in what you do. If you feel like you have been coerced into doing something, you aren’t going to do a very good job, and you’ll feel deflated and tired. I don’t deny that we all have obligations, but the more effective people look to understand the reasons behind the obligations and as a result, they are able to integrate the activity. People who don’t understand why they have to do something, only introject the activity – it’s like swallowing something, but not digesting it.

So if you find yourself in the first group, try to find some meaning in what you do. Managing your attitude is probably the most powerful time management tool, and it’s one that people need to employ in today’s work environment.

GL: Do you believe that modern technology really has made us more efficient workers?

PB: Yes, of course. One danger though is that we get distracted. Studies have shown that people who try to do several things at once experience a dip in IQ. One study demonstrated that multitasking accounted for a bigger drop in IQ than smoking marijuana. Another study showed that if you are working on something then get distracted by a text message or a phone call, it takes you 20 minutes to get back into what you were doing 100%.

Just as you with any other tool, you need to look for ways of improving how you use technology tools. There’s always something you can do better.

GL: What are some of the risks associated with poor time management?

PB: Dissatisfaction. If you do a lot, but don’t notice that you’ve accomplished things, you won’t enjoy the satisfaction. Or if you just don’t do much, you’ll also feel frustrated. In either case, good time management techniques can enhance your life.

I don’t think people should aim to always be busy or to always be efficient. I tell people to obey natural laws. The first law is that you are a human being and you need to have fun, you need rest, and you need time off. Trying to get around those things is like trying to get around gravity. You can’t do it. You’ll eventually fall hard.

GL: Who have you spoken for and what feedback have you received?

PB: I’ve given training around Grenoble in both French and English, I’ve spoken at seminars, and I have a website. The feedback I get is that my method is different because it is a nice mix of powerful ideas and practical technique.

GL: As you are based in France, what differences can you observe between French company culture and that of your own or other countries?

PB: I think hierarchy is too important in French organizations. There’s not enough emphasis on creativity. Follow orders or you won’t fit in. This is a broad generalisation of course.

GL: How do you think  France compares to other nations in terms of work-life balance?

PB: I like the work-life balance in France. I think it’s more healthy than in the United States where the balance of power leans heavily towards employers, and employees have very little weight. In the United States we recognize the need for consumer groups to compensate for the power companies have over consumers, but we don’t apply this idea to the employer-employee relationship as I think we should.

People wind up working more hours in the United States, but I don’t think they’re more efficient.

GL: Do you offer events in French and English and is there a difference to how people of different nationalities respond to the method?

PB: I sometimes hear from the French that CEOs don’t know anything about time management, because all they do is delegate. Of course they do, and delegating is an important time management technique. You need to delegate down, sideways, and even up. In all cases, you’re asking somebody else to do something for you. The more the other person trusts you and understands the reasons behind you request, the better he or she will integrate the activity. If the other person feels a sense of choice in doing what you ask, you’ll get a better result.

GL: Asides from your speaking engagements you write for a number of publications: tell us what you write about and for whom.

PB: I also write for technology magazines about how to use mobile technology for workforce productivity. I write for three different publications: Mainframe Executive, British Computer Society and Mobile Enterprise Magazine.

GL: Tell us about some forthcoming events

PB: I will be hitting the American Chambers of Commerce in Lyon, Toulouse, and Strasbourg. Seminar dates and locations will be posted on my website. I will also be doing training in French through the chambers of commerce of different cities around here. I’m developing that now.

Aside from that, I provide training within companies.

p'tit vélo dans la tete on campus - photo: www.ptitvelo.net

Are you a student or a new arrival and want to know how to live in Grenoble on a budget? Expatriated Brit John Lubbock has learnt the hard way, and has kindly agreed to share his tips and experience with Grenoble Life readers.  

Grenoble is not a bad place to be poor. But, like a tramp with a favourite patch, you have to know your environment; or like a foraging bear, where the best pickings are to be had. You may need to change some of your bad, foreign influenced habits to make the most of your insertion into French culture (beer is expensive apart from Stella, which isn’t one of the best things about French gastronomy, is it?). 

Tourists, as we all know, are naive sponges who deserve to be squeezed dry, so try not to seem like one. People will often poorly attempt to converse with you in English when they realise you are not a native, but insist, “Je suis en France, il faut que je parle en français“, and they won’t despise you as much for usurping their language as the world’s Lingua Franca. It is mostly from lack of better information that tourists agree to pay higher prices, so I intend to give you some information to help you make better spending choices.

Accommodation

If you do not want to spend your first month in France on a sofa or in a hostel, it pays to research accommodation before you arrive. There is an association called OSE Club which you can join for €30 which will find apartments for you in a designated area of the city, if you want to be near to a university. Then there are websites such as www.appartager.com and www.vivastreet.com, which have petites annonces for flats, but these are generally only useful if you pay the €10 fee to see the telephone numbers of the advertisers and call them up directly as they don’t answer messages on the site.

Watch the French film L’Auberge Espagnole before you go to get an exaggerated idea of being interviewed by your future flatmates and the kinds of hilarious European stereotypes you are likely to be cohabiting with. If you are not a student, it is even more important to find a flat quickly, because without a rental agreement, you will not be able to get a French bank account or contract telephone, and will thus be considered a SDF (Sans Domicile Fixe) by the French. This will mean that you are forced to become a baba cool (hippy) and sit in the street with your dogs holding out a frying pan to ask for spare change.  

N.B. If you are staying for less than a year, it is worthwhile getting a contract phone, which will be cheaper than pay as you go, the phone will be nicer, and there’s little they can do about it when you tell them that you’re leaving the country before the contract finishes and close your bank account. But don’t tell anyone I told you.  

If you have never lived in the socialist paradise that is France, you may not be aware of the kinds of social benefits available to people living there. The CAF’s housing benefit system could pay for some of your rent if you are a student or living on a low wage, although like most bureaucratic systems in France it takes about six weeks to get anywhere with it, and since these forms are all in French, it is more like a test of your reading comprehension which you need to pass to gain entry to French society.  

Learning French

If you are (un)lucky enough to be a political refugee, asking at the Préfecture (a big administrative building which makes you feel like Josef K from Kafka’s The Trial, wondering if you’ll ever be told what you’ve done wrong in order to end up there) or at the Conseil Général can get you free French lessons, which can otherwise be obtained by calling the ADATE organisation. I am not sure if you can get lessons with them without being a refugee, but I am considering telling them that I have been forced to flee from the UK as a result of the impending government takeover by a bunch of Tories with accents so posh and annoying that they constitute a form of social oppression. If you have to go to the Préfecture for any annoying bureaucratic reason, like to obtain a carte de séjour, don’t ask anyone which ‘queue’ you should stand in. The French for queue is pronounced like ‘que’, while saying ‘queue’ sounds like the French word for something rude.  

Transport  

When it comes to transport, if you are poor, the bicycle/vélo will become like your husband or wife, or perhaps the god to whom you pray for benevolence. If it works well, you love it and praise it, and if not you curse it. There are three main places I know of to obtain bikes cheaply. Firstly: on the street. I found three bikes lying in crumpled heaps on pavements in the first month I was here. The problem then is to take them to somewhere you can repair them. So either have a bike repair kit (Decathlon, around €15), or go to the second place to get cheap bikes – Un P’tit Vélo Dans La Tete meaning something like ‘A little bit biked in the head’.

This atelier (workshop) sells bikes that have been repaired for between €15-60, or you can go there to fix your own by paying a €15 abonnement (subscription). It is a good place to practice your French, as there are lots of guys who can help you to fix your bike, and they have a handy board on the wall with a picture of a bike and the French names for every part of it indicated. However, fixing bikes takes time, and if you have a second hand bike, or one you bought at P’tit Velo, it will break down roughly every two weeks. On the plus side, you will get very good at repairing bikes. The third option is Métrovélo, who will give you a generic yellow bike for €75 for six months (plus €50 deposit) and repair it for you if it breaks down.  

Of course, you can always chance a free ride on the tram, but getting caught by the officials will land you with a €65 fine, unless you can pretend to be a totally clueless foreigner. The tram tariff is €24 a month for students, but Grenoble is the flattest city centre in France, and waiting for a tram and slumming it with Joe Public are hidden costs not worth paying in my opinion. That’s why liberté comes before egalité and fraternité: because it’s more important.  

If you want to go further that the city limits, go to www.covoiturage.fr and find someone who is making the same journey as you to go with. It will be far cheaper than any other method of transport, and the people I’ve met doing it have all been nice.  

Food  

Although many people come to France for the food, as an impoverished young person, this will likely be one of the areas in which you sacrifice quality in order to live within your means. To paraphrase Oscar Wilde, a man who lives within his means has no imagination; but you will likely be finding your culinary options limited by the exigencies of having little money to spend. Ed is a cheap supermarket, and it happens to bear the name of some of my friends, although since the name Edward doesn’t exist in French, they call it “Ee-de”, which sounds much more corporate and less friendly. It is worth taking a notebook around to the supermarkets to write down prices of items you buy regularly, because while vegetables may be cheaper in Ed, Géant may have cheaper milk, for example. Unfortunately, I have just been informed by my collocataire that Ed is closing down – evidently the world of modern commerce is too cruel for such friendly-named businesses – but Lidl is almost identical in that it has hardly any choice of products and brands you have never heard of, but they are all usually cheaper than the Géant/Casino equivalent.  

Yet if one just bought the budget Casino brand pasta/rice/couscous to eat with with vegetables every day, you might end up wanting to kill yourself. So for the minimum luxury of not cooking the food yourself, you can go to a CROUS canteen, near the gare, or in Domaine Universitaire. These are supposed to be for students, but you can just pay the €2.90 it costs for a meal there in cash without showing any student card as well. You get bread, salad or cheese, a main meal of canteen standard chips/pasta/vegetables/etc. and some meat served with customary indifference and a bad attitude by people who look deeply unhappy about serving ungrateful students who could pay their wages with their tuition fees (those who go to an École supérieure anyway).  

Working  

Of course, if you really want to make things easier on yourself financially, you could get a job. “A job? What’s that?” I hear you cry. “I am a student – they don’t work. Then I wouldn’t have time for all the drinking and Facebook which the energy I consume from crisps and Red Bulls goes into”. Well, you could work part time. If you are a native English speaker, you could get employed by a soutien scolaire company, telling kids what they did wrong with their homework. Believe me, it’s satisfying to be on the other end of this after receiving homework corrected in red-teacher-ballpoint ink for 10 or more years. Don’t be put off if you don’t have a TEFL or CELTA qualification, I didn’t find this a hindrance, though it may help to say you have experience of private teaching even if you haven’t.

If there’s one thing I learned looking for jobs here it’s that it doesn’t pay to be honest: always tell them you are available to work, always tell them you have the experience. It took me a while of offering my services to language companies (Grenoble Life already has a useful list here), universities and other places like the Chamber of Commerce and Rectorat before I was employed, but once you have your foot in the door, you will hear about other teaching  jobs that are advertised within teaching circles.  

The Pôle jeunesse on Avenue Agutte Sembat has a useful wall full of job and accommodation offers. But if you have a degree, they will tell you that they can’t help hoity-toity types like you and that you should go instead to AFIJ who have an office at 29 Avenue Felix Viallet near Cour Jean Jaurès. These guys mostly have offers for internships or well paid jobs, so if you are just looking for a petit boulot, the Pôle jeunesse might be more useful.

You could try working in a bar, but the French can be quite snooty if your linguistic skills aren’t up to scratch. This matters less when applying to one of the studenty bars like London Pub or Sun Valley, but you will invariably have to call a Frenchman ‘boss’ (and thereby lose all the nationalistic self-respect you have built up living in your own great land), and traipse around the campus putting up flyers just for the pleasure of sacrificing most of your evenings for €9 an hour. There are also lots of agencies you can work for who hire waiters and other restauration workers for company or other private functions, but I personally found them somewhat useless, though Adecco is worth a try. Then you can try the listings in Pôle Emploi, which is like the JobCentre in the UK, but with more paperwork.  

Of course one of the reasons why you came to Grenoble is to ski, so if you are a student, join the École de Glisse, and try to obtain some cheap equipment from one of the second hand ski places like Boite aux Skis. There is no way of getting around that skiing is expensive however you do it, but hopefully you will have saved enough money in other areas to afford the silly ski-pass prices. And if you injure yourself, just remember to have your European Health Card handy. Good luck, mes amis.

SFM Traduction online

Sara Maltaverne, founder of SFM Traduction, a Grenoble-based translations and copywriting company. She shares with Grenoble Life her knowledge and advice about the translation business in the area.

Grenoble, where going international just comes naturally

The greater Grenoble area is home to some 450 foreign-owned businesses and is one of the French economy’s leading exporters. So, for many local businesses, enlisting the services of a translator—a potentially risky undertaking—is simply a fact of doing business across borders. But how do you know if the translations you’ve purchased do your product justice when you don’t understand the language? Worse, can you be sure that the translations won’t cause serious damage to your image or result in the costly duplication of work?

Whether you need the latest foreign market research to launch your product overseas or compelling marketing collateral to grab the attention of potential customers, a professional translator or interpreter is an invaluable ally. Remember: translators work with written documents (brochures, reports, correspondence), while interpreters communicate orally.

Here are a few things you can do to increase your chances of getting a successful translation—and your business’ chances of making it in today’s global marketplace.

Penny wise, pound foolish: bilingual does not equal translator

A Grenoble-based building management services provider needed an English version of its brochure for an upcoming trade fair. To save money, the company decided to assign the translation to its in-house staff. One of the gems produced: as an introduction to an excerpt of the company’s lengthy and prestigious client list (“quelques références” in French) the erstwhile translator—no doubt with the help of a French-English dictionary—came up with the translation “few references,” which is the exact opposite of what the brochure was trying to convey. Thanks to their savvy bilingual secretary, who sensed something just wasn’t right, this and other embarrassing bloopers were avoided when she called in a professional translator to check the brochure before going to print. However, in addition to the lost work time the company’s employees spent slogging through the translation, the firm had to pay a rush fee to have the brochure reviewed by a professional in time to get it to the printer.

How can you avoid falling into the same trap? By calling in a professional translator from the planning stages of your project and drawing up clear specifications.

The following three steps will help you get your translation project off to a good start

   1. Decide what needs to be done, when, and who is responsible for each stage. Everyone involved in the production process (from document authors to DTP) should be aware of the timeline and specifications. Put it all down in writing.

   2. Once you have determined your workflow and deadlines, you will need to choose a service provider. As a general rule, professional translators work into their native language only. Referrals from colleagues in your industry are a good place to begin your search, as are professional translators associations. In France, you can try the Société française des traducteurs online directory at www.sft.fr. The ideal translator has a track record both in your industry and with the type of document you need translated and can prove it by showing you examples of previous work.

   3. Once you have selected a service provider, check again to be sure the purpose of your translation is clear. Are you translating incoming texts that your business needs for information purposes only or outgoing material that will have an impact on how your company is perceived by customers? The quality you need—and the cost—will vary accordingly. Discuss this with your service provider and get all commitments in writing. You and your service provider should know and agree on who is responsible for each step in the translation process.

Still not sure you’re ready to cross the language barrier?

You can better prepare your business to go international by learning as much as you can about working with translators and interpreters before the pressure is on. Start with Translation: Getting it right, and Translation: Buying a non-commodity, free downloadable brochures endorsed by language industry professionals. Professional groups like the American Translators Association are also an invaluable source of information. Once you have the tools you need to take your business overseas, the sky’s the limit.

About SFM Traduction

Grenoble-based SFM Traduction was founded by Sara Maltaverne as a freelance translation business in January 2003. SFM Traduction is today a premium professional translation company specializing in creative, marketing, and financial translations and copywriting for high-profile corporate communications. You can learn more about the company and its services at www.sfmtraduction.com or blog with us at www.sfmtraduction.com/blog

Sara Maltaverne

Dials. Photo: ericcomando89

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. We are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life.

The January 22 English Talk Radio show features Trudi Penkler, psychologist and inter-cultural coach and trainer, talking about teenagers and moving. Listen to the full show here.

Hélène Aubry

Hélène Aubry is a property finder specialised in helping potential home buyers in the purchasing process. She talks to us about her services, the housing market in the Grenoble area, her expat background and how she came to set up her own business.

I have created Adequacium, a property finding company whose main objective is to provide a complete and high-quality service to the real estate client.

The role of a Property Finder is to search your dream home, guide you through the purchasing process, help you with the paperwork and price negotiations, and provide you with all the services you need to settle down.  
Unlike a real estate agency, a Property Finder does not sell anything; we represent the buyer and work towards the client’s goal.

This kind of business has existed for over 15 years in Northern Europe and in the US, but it is still relatively unexplored in France. According to French law, being a Property Finder requires the same accreditations as real estate agents, such as a degree in law and real-estate studies or professional experience, an authorization from the police prefecture, and financial guarantees and insurance. I myself graduated in finance and real estate management from Grenoble University in 2007.

The main advantage of the Property Finding service is that by hiring a Property Finder, you will save time, secure the purchase process, save money in the negotiation, and overall undergo much less pressure. The service is for many different kinds of people, be it someone searching for a family home, a holiday residence, a plot of land, an off-plan investment or even a professional looking for commercial premises. Living far away is not an issue, as someone is working for you in your future home town. Another advantage is that a Property Finder investigates the whole market process for you: real-estate agencies, private owners, notaries, property developers and their own private network.

In order to better explain what I offer to my clients, here is a step-by-step description of the process:

• During a private interview with the client, I get their detailed requirements and wishes: what kind of home are they looking for, where, and what their budget is.
• I search the ads on the internet, in newspapers, and make use of my network, process and tools in order to find the house or apartment that fits as closely as possible the buyers’ requirements.
• I shortlist to a pre-selection, visit the properties and produce a detailed report with photos,  positive and negative points about the property, and send it by email to the client. I also check the property’s area, for items such as shops, schools, communication facilities, etc.
• When the client has selected some of the properties presented to them, I plan and organize the visits.
• Finally, once a decision to buy has been taken, I negotiate the price with the vendor.
• I will then accompany the buyer during the whole process until he signs the deed of sale before the notary.
• I can also provide other services in order to help the customer and his or her family settle down.
• I have been building my website, and you will be able to find more information on it soon, before the end of February I hope.

The reason why I have created such a business is mainly because I had been an expat in California for about five years, and I know how difficult it can be to find a house for your family when you arrive in a new country. You don’t know where the nice, friendly places to live are, the market and price levels, the real estate agencies and their reputations, consumer-protecting laws, the process to purchase or to rent and the rules that may apply. Having a professional and local guide for all these tasks and questions really is a great relief.

I have lived in the Grenoble area for more than 30 years, mainly working as a project manager for a consulting company. From this first professional experience, I had the opportunity to collaborate with multinational companies in the Rhône Alpes region. This allowed me to create a good professional and personal network. I decided to create a new business on my own in 2005, and took classes at Grenoble University in finance and real estate. I graduated in 2007, started a business as a finance advisor in 2008 and then Adequacium in 2009.

The real estate field is not in very good shape compared to the period 2000–2007, but I would say recovery is around the corner. Prices rose too high during the boom (more than 100% for some properties) and the speculation kept going. The market needed to slow down. I do not believe that prices have stabilised yet, as there are still some properties that are overpriced. Vendors have been waiting to sell and buyers are still waiting to see prices go down. However, for those who need to change home, it is possible to find some good opportunities; we have negotiated prices down by 12% in some cases, something which was not possible even one year ago. It is also a good time to buy due to mortgage interest rates being fairly low with a risk of them climbing within a few months. We can say that the situation has been improving, so let’s be positive and start great projects in this year 2010.

Telephone: 06 42 58 09 08

Mixer. Photo: Andrea 'Bau' Pinti

English Talk Radio is a talk show in English on 90.8 Radio Campus Grenoble. We talk about film, theatre, finance, restaurants, travel, and have a variety of topical guests. We are four presenters: Kristine Minski talks about finance, Christina Menez talks about China, Mary Zaccai talks about student issues, and Vivian Draper – animatrice/rédactrice – hosts the show. Every Sunday at 12.30pm, and every Wednesday at 7pm on 90.8, Radio Campus Grenoble and live on www.campusgrenoble.org – and also here on Grenoble Life. 

The 18 December 2009 English Talk Radio show took place at the Grenoble Graduate School of Business and featured GGSB’s Judith Bouvard, Dean and Director, and Mary Zaccai, International Press Officer. Listen to the show here

Euros. Photo: Zempt

Kate Daligault is a financial advisor at Banque Rhône-Alpes in Grenoble. She talks to Grenoble Life about the banking culture in France, getting financial advice in English, and what new residents need in order to open an account.

Grenoble Life: What is your role at Banque Rhône-Alpes?

Kate: I work with international clients, guiding them through the pitfalls of the French banking system and hopefully making their lives in France easier. I can also help with tax returns and financial planning – even the French find these difficult!

GL: Banque Rhône-Alpes has produced a lot of practical advice about its services in English, why?

Kate: Most of our clients do not speak French or simply feel more comfortable talking about their personal finances in English – the French banks use a lot of technical jargon which can be daunting. We also have part of our website in English, a corporate brochure on Banque Rhône-Alpes, means of payment and different types of accounts in France, and several product brochures as well.

GL: Tell us a little about your background and where you come from.

Kate: My passport is British, but I think I’m what you call one of these third culture people. I was born in the States, and travelled mainly in Europe during my childhood years, due to my father’s career, learning to speak French in Switzerland. I first went to England when I was 12 years old and completed my secondary school and university studies there, and then went to work in The City, London, for Natwest Bank. For my first permanent position, they sent me to France, and I’ve been here ever since.

GL: Why did you come to Grenoble originally?

Kate: Like everyone else – because of my husband’s job! We used to live in the Southwest of France and he was transferred to his company Head Office in Grenoble in 2004, following a promotion.

GL: When did you start working at Banque Rhône-Alpes and what kind of training did you need for the job?

Kate: I’ve been with Banque-Rhône-Alpes for just over a year now, and although I’m a qualified UK Financial Advisor, have a degree in Banking & International Finance, and have been advising expats in France for over 12 years now, I still had to go through the in-house Private Account Officer training! This consisted of four separate weeks of training, spread over three months at the Head Office in Paris. It was difficult to go back to full-day lessons, but very worthwhile.

GL: How can new residents to Grenoble get face to face financial advice in English?

Kate: The best way is to contact me on 04 38 02 38 81 or kate.daligault (at) banque-rhone-alpes.fr and arrange for an appointment. Our branch is right next to Chavant cinema, in the centre of town.

GL: How has the banking culture in France changed since you arrived in the country?

Kate: The main difference has been the introduction of online banking and call centres. Although these provide greater ease of access for clients, they tend to dehumanise banks and make clients feel anonymous. I feel that one of Banque Rhône-Alpes’ great strengths is to move away from this commercial banking model and retain personal contact with clients – I know all my clients by name and see them at least once a year.

GL: How does the banking culture differ from that in your native country?

Kate: Ever wonder why you have debit interest to pay, but your account was never overdrawn? This is due to the French value-dating system, which means that for a cheque for 1,000 € deposited on day one, the funds are not available until day three. Therefore if you write a cheque before that date, you may be overdrawn in value terms.

The other big difference is the legal status of cheques in France. Writing a cheque without having sufficient funds or a pre-arranged overdraft is a misdemeanour, as is bouncing a cheque. This results in being blacklisted by the Banque de France for five years and will affect your credit rating. You will not be able to obtain credit until you have cleared your previous liabilities.

GL: What advice would you give new residents looking to set up an account in France?

Kate: The main difficulty when you first arrive in France is that you cannot open a bank account because you don’t have a fixed address yet, but estate agents will not let you sign a rental agreement if you cannot provide details of a French bank account … it’s Catch 22. At Banque Rhone-Alpes, we have over 20 years’ experience in dealing with new arrivals, and all you need to provide is:

• a valid passport or national identity card if you are from within the EU
• proof of employment / studies in France
• a valid address

Grenoble Life: What is VSArt?

Meredith Charreyron: VSArt is a French association, based in Paris, in existence for 22 years. Its purpose is that of bringing cultural activities to the less fortunate in a manner that promotes personal exchange, in an “interactive” form.

GL: What sorts of activities?

Meredith: VSArt’s Grenoble chapter (now five years old) is divided into three sectors, organizing and promoting cultural activities in each:

• Musical – proposing concerts and workshops, be they classical, jazz, variety
• Artistic/manual: organizing craft and arts workshops (floral composition, jewelry-making, photography, painting and sculpture …)
• Computer training: where we teach those with limited means basic computer skills on a one-to-one basis (every Friday, in La Villeneuve)

GL: How did you get involved?

Meredith: I lived near Paris, performed regularly in small chamber music ensembles and came across VSArt musicians by chance at one of their concerts. I made initial contact with the head of the music sector at VSArt’s headquarters (Paris XVI) and engaged myself, promising a few hours of administrative work with the team each Tuesday.

GL: You opened the Grenoble chapter for VSArt. What did this involve?

Meredith: When I moved to Grenoble six years ago with my family, I knew no one in the area. I was anxious to start making contacts in the music world, and was also anxious to find some friends! The music solution came quickly, once I learned of the existence of Musiques Pour Tous, an association that has existed locally for some 32 years and brings together amateur and semi-professional musicians of all kinds. Once a part of this network, I saw the possibility of starting up a VSArt chapter on a small scale, offering musical animations as our “cultural product”. So I pulled out the yellow pages, contacted several centers for the aged, the handicapped, and took it from there …

GL: Tell us about some of your volunteer members and where they come from.

Meredith: One of the true riches of the Grenoble chapter of VSArt lies in the diversity of its volunteer members. There are about 65 of us: most of the musicians are French but on the artistic side we have a pool of 30 (mostly female) members. They are of all ages, 11 nationalities, varied backgrounds. Meeting each other, working together, sharing our talents – all part of the pleasure enjoyed by these volunteers (of which I am one!).

GL: VSArt collaborates regularly with Café Nicodeme – tell us more about this relationship.

Meredith: Café Nicodeme, in the heart of Grenoble, is just one of the “centers” where VSArt intervenes. For the past two years we have held monthly jewelry-making workshops for Nicodeme members. The rapport between our two associations is a particularly gratifying one. Since you are interested in this collaboration, I suggest that you view this télévideo that shows us working together.

GL: Tell us about some upcoming events organized by VSArt

Meredith: Each year members of VSArt’s music sector organize events in the form of fundraising concerts that are open to the general public. Our annual classical concert will again be held at the Bertet Musique auditorium in Gieres, Sunday March 27, 18:00–19:30. In 2010 we will again hold a series of private concerts (in people’s homes).

GL: Could you tell us a little about your background?

Meredith: In order of importance to me: I am a mother of four (and wife of one Frenchman) who has relocated her family nine times. I’m a former hotel marketing professional, a teacher, a flutist and an avid “sportive”. Why did our family relocate this last time, from Paris to Grenoble in 2003? … My husband’s career brought us here.

GL: How can people participate in VSArt activities?

Meredith: I suggest that any interested parties first consult the VSArt site, and click on “implantation- Grenoble” once you’ve understood what goes on nationally. 

You can read the short text and view the three télévideos I have referred to, in order to have a good idea of what our cultural workshops are all about. You should know that these activities take place almost exclusively on weekday afternoons.

If your interest continues, feel free to email our local team or give a call. Our recruiters would be happy to meet with you after sending you more information on VSArt Grenoble.

Contact:
Meredith.Charreyron (at) gmail.com
06 74 50 67 40

Xavier Darcos announces plans to combat stress in the workplace. Photo: Ministère: Travail, Solidarité, Ville

James Dalrymple of Grenoble Life asks why the French – despite sleeping more and living longer than everyone else – are so stressed. Apparently the French government wants to know too …

This month Labour Minister Xavier Darcos confirmed what I had already suspected – France needs to start dealing with stress, which has reached epidemic proportions. The proposed measures may be viewed by some as a knee-jerk reaction to the media storm surrounding the apparently high number of suicides at France Telecom since 2008, which – when taking into account the size of the organisation – may not be much higher than the (admittedly relatively high) national average. However, the new regulations likely to be implemented may not solve deeper issues related to national character: having lived in France for a few years now I feel qualified to say that, contrary to popular belief internationally, stress is endemic to the nation.

Ignore the latest OECD survey that says the French spend more time eating and sleeping than anyone else, a posteriori the French are an anxious lot. As a teacher I have come into contact with a broad cross section of Grenoble’s business community and I am constantly surprised by the amount of furrowed brows and hand-wringing I encounter, and this is not just because of a lack of love for learning English.

Despite the abundance of reasons to be happy in comparison to, say, British people (having quality healthcare, for example, or efficient public transport, good weather, a proliferation of delicious fresh produce, living two years longer on average, being paradoxically slim, etc. etc.) – the French strike me as a far more stressed people.

Call it what the British would refer to as the Blitz spirit (i.e., putting on a brave phizog in the face of abject misery) but we seem to deal with life’s inconveniences better than the French. Maybe our self-depreciating nature would simply not function in a society like France’s where, on the whole, there is much less to justifiably gripe about.

But tell that to the French. I realise now why the French hold that generous stereotype of the Brits as monocle-wearing stoics, bastions of calm in the midst of chaos. It was a view of the Brits that I found laughably alien when I arrived in France as a bruised and bewildered London commuter, but now I see why.

While a Londoner can somehow find it in himself to tolerate entire weekends (and bank holiday periods) of engineering work shutdown on the Underground and dreaded Thameslink, or the limbo of an NHS waiting list, or finding that every shop he knew from his childhood has turned into a Tesco-metro-mini-express … he can probably laugh it off down at the pub.

He may even indulge in that national sport, binge-drinking, but take refuge in regaling his colleagues about the quality of his hangover the next morning. According to recent press, the Frenchman will drink 10% more than his British counterpart, but by stealth – his habit of quaffing half a bottle with every meal perhaps slowly spiralling out of control.

Contrary to conventional wisdom, the French work very hard. Yes, they enjoy unrivalled amounts of extra holiday time, but the only way to deliver France’s much-vaunted productivity is to slog it out at the desk. The French believe this too, they justify their stress by pointing out that they work harder than everybody else, something that might amuse American readers.

But no matter how much holiday is around the corner there is no doubt that the French feel the pressure in their highly regulated job market. Maybe it’s the coffee here – it makes people jumpy and brisk where the British workplace ceremony of making and drinking tea is a big cuddly arm of comfort around the shoulders: there there!

I was surprised to learn that the French sleep more than the international average, since the quality of my own sleep has declined since my arrival; it must be that coffee again. How to cure this? Making sport (sic) is the advice given by most Grenoblois as a cure-all for stress: whether it be slogging it up a 45 degree slope on a bike plastered in lycra or, even less logically, a gym, where the promise of more skin-tight neon and casual nakedness is hardly an attractive prospect to sooth my nerves.

The latter strikes me as particularly pointless in a city where – even if you don’t fancy tackling a near vertical ascent by bike dressed as an extra from Fame – plentiful cycle tracks make it the easiest of cities to work up even the most modest of sweats (my favourite kind!).

On a darker note, the relatively high suicide rate in the country may be representative of a more inherent inability of the French to cope with stress. In France Telcom’s case this has been blamed, by unions at least, on a never-ending drive for efficiency since its 1993 privatisation. The 40,000 jobs that have been lost in transforming France Telecom from public sector flagship to competitive multinational company are certainly not to be sniffed at, but I can’t help but wonder if this constant evolution - more characteristic of the American way of doing business – is a sometimes fatal anathema to a people for whom stability, security and prudence are cherished. How other nationals would react in similar circumstances is a moot point.

However, I find insistence by students of mine – who work at a recently internationalised French company - that in France one person does the job of three people in another country, as laughable. When French workers speak with misty-eyed nostalgia about the not-so-long-ago when they were less blighted by pressure, it is clear they are talking about a pre-globalised world. Is globalisation – France’s modern-era bogeyman – to blame for all this stress?

From a personal point of view, I suppose what I really want to know is: why is everybody in such a hurry? If I’m not being hassled off the road by drivers (often female I might add) for whom driving at the speed limit – or, in most cases, just acceptably above – is not fast enough, I am being harried in shop queues. The French are not quite the monster queue-pushers some Brits – sensitive in this matter - would like to suggest: it’s not quite like (and I’m talking from personal experience here) in India or Morocco, where queues are just for tourists, or in Italy (so the rumour has it), for fools.

Nevertheless, the French don’t like queues, and many try to expedite them, quite unsuccessfully, by standing as close as possible to the person in front of them. Most confoundingly, there are the women d’une certain age at my local primeur who have solved the age-old indignity of being next-in-line by placing their pannier by the cash-till before a desperate (and evidently stressful) snatch and grab job around the shop to fill it up - their place at the head of the queue secured.

I am often tempted to assuage the anxiety of those around me by saying hey, don’t stress: it’s France! when I realise how meaningless this would be. But again, what is there to be stressed about? In Britain, we have surely one of the most hysterical televisual news formats in the world, dramatised by the strokes of Big Ben: BONG! Feral youth on the rampage … BONG!! Knife crime escalation blamed on diet of Fanta and Turkey Twizzlers … BONG!!! Nuclear apocalypse beacons … etc.

How we manage to take this constant diet of failure and self-flagellation in the UK is a mystery, whereas in France the news is suspiciously neutral: 500 cars were set on fire in Paris last night but this is not representative of a wider malaise in French society and you needn’t worry your pretty little head about it.

My conclusion: maybe in Britain we are always being told that life is much worse than it really is and therefore are pleasantly surprised when we can laugh it off. In France, government promises (disseminated almost unchallenged by the television news) that the social state can cure all, can create a gap between the ideal and the reality. Anxiety may lie in between. Careful, it might be contagious!

Map of Grenoble - check!. Photo: Ambrosiana Pictures (G)

Shonah Kennedy – aka Miss Shonah – is an experienced and qualified ESL teacher from Australia. She has agreed to share with Grenoble Life the highs and lows of looking for work in Grenoble as a non-EU citizen.

by Shona Kennedy

It was a hot and oppressively muggy day. However, I had given myself a mission and it had to be accomplished.  Job search time!

Now, I could have just sat down in a park with wifi access somewhere (as the internet connection is still in day four of a possible ten-day operation) and emailed schools in the area and waited patiently for replies, BUT I am a little more masochistic than that, so …

I decided to arm myself with CV, confidence, a smile, comfy shoes, a “never say never” attitude and hit the streets – and as many English language schools as my comfy shoes could take.

This was a mission I was not taking lightly.  I prepared my itinerary over a good cup of morning coffee – again a big thanks to James’ post on English language schools in Grenoble. I started with schools closest to my new house and worked my way around in a clockwise direction – and made most excellent use of Grenoble’s more than efficient public transport system.

I was ready: List of schools – check!  CV – check!  Maps – check!  “Never say never” attitude – double check!  Off I went.

There were some “unknowns”:

Firstly, I had been warned of Grenoblois indifference, however after living on and off in Paris for almost two years I thought I would be able to cope with a little Grenoblois indifference – as I was sure nobody could do that as well as the Parisians (and I mean this with the upmost respect – they have indifference perfected and it truly is an art form).

Secondly, cold calling is not an action I personally like.  Cold calling reminds me of the pool game “Marco Polo”.  One person knows exactly what is going on – where in the pool they can move, running around, laughing at the other blindfolded person aimlessly trying to follow the replied “polo”, to their desperate calls of “marco”, when (and if) it is called out. In this job searching endeavour I felt like the one running around the pool knowing exactly where I was going – especially because I had a map!  And the poor unsuspecting English Language institutes were the ones with the blindfolds on.

Thirdly, my French is bad – no actually it is worse than bad.  Can you get worse than bad?  Well, if that is acceptable, that is where I am on the badness scale!  I have taken classes (top of the theory test, please note!) and I can see the words in my head – I can even spell them!  I can hear the sentence perfectly spoken in my fantasy scenario … then there is some sort of malfunction between my head and my mouth, unfortunately they do not co-operate and what emerges is an awful hodgepodge of spoken French with an Australian twang that does zero justice to this beautifully flowing language.

There were some “knowns”:

Firstly, I love teaching English as a second language.  It is fun!  As a teacher I have fun (and learn), and the students hopefully have fun, learn and teach (unknowingly) too!  So, basically I want to work (a very big positive when job searching!), and the quicker the better. By treading the streets I am speeding up the whole process!

Secondly, I have just arrived in this area, so what better way to meet people than to work.  Again, the quicker I can do this the happier life will be.

Thirdly, I have a carrot dangling at the end of a stick – I promised myself a new phone when I acquire a great job!

Oh!  And lastly, I am an Australian.  Sadly I don’t have a European passport, valid ancestry or any magic card up my sleeve that – at the moment – allows me to work in France.  However, I had heard a rumour that companies can “sponsor” people for work; therefore I thought I would see if there was any truth behind this whispering.

So … weighing up the “unknowns” and “knowns” I decided my best bet was to hit the streets.

The first school was curtly efficient.  She was nice, all smiles and positive.  However, she told me directly they were in no need for any new teachers – at this time (perhaps next week, then?!).

After that it was a breeze!  Everyone I met was friendly, enthusiastic and, at a stretch, encouraging.  As expected everyone cringed at my French and most changed immediately to English – I think more to stop me murdering the French language!  Everyone took my CV and said they would give it to the “right” person (which I am sure wasn’t just “a line” as, within the 24 hours post this little adventure I was contacted by 75% of the schools!).

On other positive notes: as a new resident to this gorgeous city, it was a fabulous way to get my bearings and use the public transport system.  I got some exercise walking the streets and I was able to practise my halting French (it can only get better)!

Job searching at street level is definitely a great way to overcome fears of: rejection, isolation, language and getting lost.  I would suggest (as James did to me) to get out there and show prospective employees what you are made of.  And really the worst anyone can ever say to you is “no” and what have you lost then? Nothing!

On that note this teacher of English (still looking for work) is slightly stuffed after all that walking, talking and – I must admit – enjoying.

Chic Throws Collection 2009

Kris Leroy is the American founder of Grenoble-based soft furnishings design company Chic Throws. Grenoble Life wanted to know more about her business, her background and being an Anglophone entrepreneur in France.

Grenoble Life: What sort of products does Chic Throws make?

KL: We generally create and market what the shop name says: ‘chic throws’ – designer soft furnishings like throw blankets and throw pillows for modern interior design. It is quite funny as guys haven’t a clue what a throw is but they often become our best customers! Throws are blankets that you literally throw on the end of a bed or use to dress up a sofa or daybed. They are chic in design but are functional-chic as well so that you grab them in front of the TV to keep warm in winter or by the poolside in the cool summer evenings. Many of our customers use them to dress-up tired old furniture or add the final touch to modern contemporary furniture.

GL: Tell us about some of your different brands

KL: We have an exclusive - unique piece line that we sell directly to the public on our website, bi-annually (Winter & Spring Collections).  We either sell a matching set (throw and pillow) or separately. Each collection has many different patterns, colors and textures to choose from.  We also have limited edition collections for interior decorators and e-tailers on line which we produce in a local atélier in Grenoble. All our products are designed and made in France.

All the throws are terribly chic but are backed in very soft materials to encourage cuddling and use! (Italian soft wool, satin, velvet, faux-fur….)

GL: Is there a Chic Throws ‘look’? And is there an Anglo-Saxon influence and how does this compare to classic/modern French furnishings?

KL: The chic look comes from the fabrics which speak for themselves.  It is funny that you ask this question between French and Anglo-Saxon tastes as we have just figured it all out … The British and Americans love our unique piece collection available in the boutique which highlights the quality of each fabric and the combination with stripes, motifs, and texture. However the French are more design-oriented and are falling for the new Winter 2009 collection with our brilliantly-colored faux-fur collection (see below).

Chic Throws Winter 2009 collection

KL: We use only high-end designer, upholstery fabric from Paris, Lyon, London, Milan, Barcelona and New York. The combination of the textures is orginial as well: silks, taffetas, velvets, faux-fur, brocade, chintz linen, etc. There is no polyester chez nous!

GL: Tell Grenoble Life about the design and production process. Where are Chic Throws manufactured?

KL: We are so excited as we have just confirmed local production in an atélier that makes high-end furniture for a top design company, right here in Grenoble (Le Versoud). They have lag time available for us due to the economy and the fact that they are local helps us control quality and timely deliveries to our e-tailer customers. The unique pieces are all made by local seamstresses that work for us bi-annually. Their normal jobs are spent making custom wedding dresses so you can see where our attention to detail comes from.

We are able to stay small and exclusive by outsourcing all production and logistics. By purchasing small cuts of fabric from top designers we are able to remain cost competitive whilst producing in France. We maintain a low stock for the unique pieces and produce on-demand for e-tailers.

GL: Where do you sell your products?

KL: The unique piece, bi-annual collections are available on Etsy via the Chic Throws website. We share the same hand-made values as Etsy and want to help them grow this market. All other production for interior decorators and e-tailers are created and distributed directly to our partners.

GL: Where do you come from originally and how did you end up in Grenoble?

KL: I am an American love-hostage* in the Trièves area south of Grenoble.

*my husband is French

We had studied together in France and decided to come back after living in San Francisco to continue our careers and start a family.

GL: How did Chic Throws begin?

KL: I was finishing my MBA at the business school in Grenoble and needed a final project. Instead of plunging back into the high-tech world, I wanted to do something more creative. I had taken a few sewing classes for fun and thought of the idea of throws and pillows when I couldn’t find what I wanted to buy in home decor shops.

I started making them for wedding gifts and the orders started coming in so I pursued the project through a formal business plan and we were off!

GL: Do you think Grenoble is good environment for entrepreneurs such as yourself?

KL: Let’s just say we are making it that way! Some people may have given up by now but you really need to push forth, network and don’t listen to negative criticism. The aid to entrepreneurs is such that you really have nothing to lose by trying and many of the procedures are being centralized now and made more user-friendly.

GL: Where should potential entrepreneurs in Grenoble go first?

KL: My business depends on the Chambre des Métiers as we actually produce our products and market them. If you are simply a re-seller, you would need to go to the Chambre de Commerce. The procedures are quite complicated at first but it is best to seek a mentor in your business area and not hesitate to ask for help. My personal network has been fantastic for moral support & customers (Working Womens Network of Grenoble to name one). My mantra is: ‘Patience, Persistence and Low Overhead’ (borrowed from Seth Godin).

GL: You have emphasised in your labelling that Chic Throws are ‘Made in France’ – why is this so important to you?

KL: As we are targeting a high-end customer market (at mid-range prices) the ‘Made in France’ label truly denotes luxury and quality. We imagine our customers curled up under our throws in front of their wide screen TVs while sipping French champagne (even though I don’t have a TV personally … but love to drink champagne with a good book!).

GL: Can we also visit you at your workshop?

KL: Remember what I said about ‘low overhead’ … I do have an atelier / showroom in Grenoble which is very modest compared to our products. We are busy creating on Monday, Tuesday, Thursday & Friday from 9am to 4pm. We love to have visitors and suggest you call first to ensure we are there: 39 cours de la libération (1st floor behind the traîteur). Showroom tel: 04 57 39 38 81 or mobile: 06 31 24 17 78

GL: Do you have to travel a lot to meet buyers in France and abroad?

KL: That is the part I love! I go to Paris quite frequently for buying trips and to visit the Maison & Objet fairs bi-annually. I now do a lot of sourcing via the internet from London, Lyon, Brussels, New York and other fashion capitals now that I know my suppliers well.

GL: How important has the internet been in promoting/selling your products?

KL: Very important for my e-tailer customers as they have to sell our products from a thumbnail photo which is the greatest challenge … This B2B market is just beginning for us and now we will test it for the Winter 2009 collection. As for our personal internet sales via Etsy it is slow going as we’ve chosen to not invest highly in the B2C market (i.e. I’m not about to buy an e-commerce platform and be available 24/7). We are also high-end for Etsy which is difficult in a challenging economy.

GL: What’s next for Chic Throws?

KL: We are continuing our relationship building in the B2B market to launch limited edition collections for winter. This will allow us to focus on the fun of creating unique pieces for discerning customers as well as interior decorators. I dream of hiring a colleague to help us grow the business but the next six months will indicate if this dream is achievable!

Maria Montessori

Martine Grzelack runs The Montessori International School of Grenoble, opening September 2009. Grenoble Life wanted to know more about the new centre, the background of the staff and the famous Montessori method.

Grenoble Life: When does the Montessori International School of Grenoble open and what is your role?

Martine Grzelack: In September 2009, we’ll be lucky to find a bilingual Montessori School in the suburbs of Grenoble. It will be situated in Meylan. This school will enable children to study and work while developing their personality. My mission will be to look after the children and to run this school so that everything works out well to the benefit of everyone.

GL: What is the Montessori method?

MG: The Montessori International School of Grenoble is a private school, ruled by a not-for-profit association (association loi 1901).

The school curriculum follows the French national education programmes for early childhood and primary schools.

Committed to the highest education standards, the school proposes a bilingual curriculum in French and in English.

The MIG team will provide an individual learning experience for each child, which promotes physical, social, emotional and intellectual development to help them achieve their maximum potential.

Following the Montessori requirements, the children are dispatched into two age groups: 3 to 6 years old (early childhood) and 6 to 12 years old (elementary).

GL: What is your experience with using this method?

MG: I have been working for six years according to the Montessori pedagogy. First, I attended a teaching practice course at the Centre de recherche d’études de formation et de liaison des activités Montessori (CRELAM) in Rennes – a French institute which doesn’t grant an Association Montessori Internationale diploma. Then, I went to Switzerland to obtain an AMI diploma for children from 6 to 12. This method enables the children to open out in their development while being in the pleasure of learning and discovering. Children gain an autonomy and maturity which enables them to make choices.

GL: Why did you originally train to teach the Montessori method?

MG: I discovered this pedagogy while thinking about the educational system in France. Coming from a very different horizon – I graduated as a geologist – I wanted to work with children after having worked with engineers-to-be (I was in charge of professional training in my firm).

After preparing the examinations to be a school teacher, I realized that the “group pedagogy” wasn’t satisfying for me. I looked for something different. Some friends had their son in a Montessori school and that’s how this wonderful adventure started.

GL: What age groups do you teach at the Montessori International School of Grenoble?

MG: The International Montessori School is open to children from 3 to 12 years old. They are dispatched in groups of three or six years according to Maria Montessori’s method. It is important not to keep a child exclusively in his or her age group.

GL: How does the methodology differ from that used in the French state schools for these age groups?

What is different from the French school is mainly the learning approach through the senses, with the help of the adequate and attractive equipment created by Maria Montessori herself. Moreover, the work in classes with mixed ages enables each child to learn with pleasure because there are no barriers between the different learning activities.

Montessori International School of Grenoble

GL: Do you have classes in French and English? Will these classes be taught separately?

MG: In each class, there is a French teacher and an English speaking assistant who participates throughout the school day. The teachers offer help to the children that ask for it in their mother tongue, in order to encourage interest in languages. There will also be Spanish classes organized.

GL: Why has it been decided to open a school here in Grenoble?

MG: I wanted to work in a school where the pedagogy is adapted to each child and gives them what they need academically for their future studies. I want to be able to share with these families a teaching method which deeply respects the child as an individual and as a learner.

GL: What is the profile of the parents who have registered their children to come to the school?

MG: The parents who send their children to a Montessori school come from different backgrounds: managerial staff in large firms, teachers at “public” schools, professional workers, employees, people working in tertiary industries … they have varied profiles but they have the same aim: their children’s well-being.

GL: Tell us about the teaching team.

MG: The teaching team is composed of two educators with an international Montessori diploma and an English or French speaking assistant according to the class. It is a dynamic team, very motivated to help the children improve, respectful of the Montessori pedagogy.

GL: Will you have recruitment opportunities in the future? What are the advantages of working at Montessori International School of Grenoble?

MG: Yes, we hope that we’ll have to recruit next year, or in two years to open new class. Why not offer children the opportunity to learn another language like German for example … but we don’t want the school to lose its soul by recruiting too many pupils or staff. We thank you for these questions.

GL: You’re welcome, thank you!

The Montessori International School of Grenoble
Boulevard des Alpes, 38240 Meylan
+33 6 72 66 76 32
ecole@montessori-grenoble.com

Ben interpreting for Anand Gokani (great grandson of Mahatma Gandhi)

Benjamin Penin swapped sunny Manchester for downtown Grenoble in 2002 to pursue his dreams of living in the Alps and becoming a freelance translator.  Grenoble Life wanted to find out more …

Grenoble Life: You have an interesting bi-cultural background, tell us about it.

Benjamin Penin: I was born in London to an English mother and a French father. Intent on creating bilingual offspring they spoke to my sister and me in their respective mother tongues, while our schooling took place in the capital’s French schools. It was the family’s move to Manchester that thrust us into a more traditional British education, just in time for my GCSEs. A massive culture shock I’m still struggling to deal with! I was French, then I was English, and now I’m not so sure…

GL: You are a translator and an interpreter. Do you need specific qualifications to do this in France?

BP: Specific qualifications in translation certainly aren’t essential to finding work (except if you wish to work as a “sworn translator”, for legal documents, court work, etc.).

My university degree included specialist training in translation, but to be honest, “on-the-job” experience is far more useful than any diploma … this may be news to some in France [laughs].

Customers are primarily interested in the quality of your work, so once you have proven your worth and built yourself a strong reputation, work tends to come in through contacts and word of mouth.

GL: What kinds of clients do you generally have for your translating work?

BP: My translation clients are firms and other organisations that need to communicate to an English-speaking public or with their subsidiaries abroad.

A huge variety of sectors benefit from the services of people like me, from high-tech industry, to banks, cultural associations, conference organisers and ski resorts!

You have to be versatile and knowledgeable because of the variety of the work out there. I might translate detailed promotional material on a region’s winemaking industry one week and guidelines for energy-efficient building construction the next!

GL: What kinds of clients do you have for your interpreting work?

BP: They might be companies or associations who hold conferences for an international audience, training courses for foreign employees or meetings between individuals who don’t speak the same language, or even regional authorities receiving foreign visitors.

GL: Are your clients mostly based in the local area?

BP: For translation, not really. The rise of the internet means that customers can be acquired from anywhere, although local organisations tend to look for suppliers in their vicinity, and translation is no exception.

Interpreting work tends to revolve around the Rhône-Alpes region for obvious reasons of travel costs, although I have had assignments in Utah, Tunis and Amsterdam.

GL: Do you translate from English into French and French into English? Is there a difference in the way to approach such work? Is one more challenging than the other?

BP: People consider me to be completely bilingual, but I find the subtleties of French slightly more challenging (and time consuming!) so it makes sense for me to translate only into English. I’m sure some people work in both directions, but I have doubts over the quality of the results.

GL: Tell us about some interesting jobs you’ve done as an interpreter.

BP: The end of last year took the biscuit in terms of unusual jobs.

September kicked off with an assignment interpreting for the French Minister of Finance during her tour of local multinationals, and ended with a day accompanying Mahatma Gandhi’s great grandson (above) to press conferences, radio interviews and lunch with the Deputy Mayors.

Not long after, I spent a month in a laboratory near Nîmes with a young Russian chemist who was being trained up on the various ways of testing dog-food quality!

I could tell you about my four weeks in the countryside with a group of Indian civil engineers, but it’s a long story involving hydroelectric dams, frogs’ legs and rather too much time spent in coaches.

GL: What are some of the challenges / drawbacks of being self-employed in France?

BP: France certainly isn’t known as being an entrepreneur’s dream, but once you’ve got your head around the accounting rules and paperwork (pension, tax, insurance, etc.) I don’t think it’s any worse than other countries.

However, those exercising “professions libérales” pay a huge whack in social contributions and taxes (40-50% of their income) and of course they don’t have all the advantages of French employees.

GL: What are some of the advantages to being self-employed in France?

BP: You can take the day off at a moment’s notice and be on the slopes in less than an hour!

GL: What are some of the advantages and disadvantages of working at home?

You avoid office politics and traffic jams, but you need serious self-discipline to get your work done without it overflowing into your free time.

GL: Why did you come to live in Grenoble?

BP: I like Britain, but the weather would have driven me over the edge eventually, plus it lacked both a lifestyle conducive to a long life and sufficiently extreme geology – the Alps definitely exerted a gravitational pull on me.

GL: Is Grenoble a good town in which to do your kind of work?

BP: It is insofar as the local organisations involved in the leisure sector, high-tech industry, culture and tourism usually seek to work with local suppliers. But the web-based nature of my work makes my location almost irrelevant. There is a good little network of translators and interpreters here, though, and word of mouth works well.

Benjamin Penin – French-English Translator & Interpreter
Tel: 06 65 16 27 14
website

Lolly the taxi, Les Petits Bilingues mascot!

Shaké Manoukian is manager of Les Petits Bilingues in Grenoble, an English language  learning centre for children. Grenoble Life wanted to find out more about her background, the school, the methodology and their new centre opening in September.

Grenoble Life: What is your involvement at Les Petits Bilingues?

Shaké Manoukian: I’m the manager of Les Petits Bilingues – Grenoble. We are part of a national network. Les Petits Bilingues was founded in 1992 in Lille as a family oriented playgroup, and now is a big network with 30 centres in all of France (even in La Réunion!). We all profit from a strong pedagogical staff, with a deep knowledge of English teaching to children.

Personally I’m Italian and I learnt French and English in my childhood with no effort. I wanted to give the same opportunity to my children and that is the reason why we came to Grenoble four years ago. For the same reason last year I decided to set up les Petits Bilingues in town. I wanted to offer French children the chance to improve their English. I was tired of my French friends saying, “Ah nous les Français nous sommes nulls avec les langues….”. Learning other languages as children is much easier and more efficient.

Les Petits Bilingues is a periscolaire learning centre – we provide English lessons to children aged 3 to 11. We work mainly on Wednesdays and Saturdays, but also late afternoons after school. During the week our lessons are one hour long, on Saturday they are 1h30 and we share a snack with the children.

GL: Les Petits Bilingues is a franchise. Who brought the franchise to this region and why?

SM: In summer 2008, I brought Les Petits Bilingues to Grenoble, and their mascot Lolly, a real Black Cab from London. I was looking for some experience in English for my daughter and I realized that what was on offer in Grenoble was weak and unstructured. I discovered the national network and built it up in our region.

GL: What is the methodology at Les Petits Bilingues?

SM: At LPB we want to have fun. Children and teachers come here to share a fun experience in English. In French there is the word ludique which is a mix of pleasure and education, and that is exactly what we do.

Our approach is by immersion, we never use translation, we talk non-stop, we repeat continuously and we indicate with pictures, actions, and gestures.

We have a yearly program, with a specific theme each week and a defined phonetic subject we practice with children. Our tools are games, songs, rhymes, arts and craft…

We really try to make the children speak spontaneously in English.

GL: What is the typical profile of the parents of children at Les Petits Bilingues?

SM: I would say that 70% of our families are French. They want that their children to become comfortable with foreign languages from the very young age. They are aware of the advantages that represents.

The other 30% are either  “mixed families” with two or more languages spoken at home, or families who have lived abroad, where children already have good English and wish to keep it fluent.

GL: What is the typical profile of a teacher at Les Petits Bilingues?

SM: All my teachers are required to be  native speakers, and this is part of our pedagogical project. Our kids are in direct contact with a person coming from an other culture, they can discover traditions, tricks, and accents. Our teachers spent their childhood in an English environment and therefore are the only ones who can transfer this atmosphere to our students.

They are all child-teaching professionals with at least two years of full time experience.

GL: Why do you think parents want their children to come to Les Petits Bilingues?

SM: There are different reasons related to the age of children. For the very young ones, under six, parents with a bilingual project for their children don’t have in Grenoble the choice of a bilingual  école maternelle, they are then very happy to find a place where their children can approach English with a specific program for this age group.

For the children at this age it is very important to identify language with a place, when they come to LPB it is as if they were doing a trip to an “English speaking country”. Our classes are always decorated with posters and pictures related to English Countries and that helps them understand why they learn English.

For the primary school parents, reasons are similar: they want a professional approach and even if most of schools have some English lessons it is never enough, and it is rarely taught by native speakers.

GL: What is the ideal age for children to start learning English as a second language?

SM: It is never too early, before the age of six children are developing their phonetic system. Even babies can tell the difference between mother tongue and a second language;  they can tell the difference and parents shouldn’t be concerned over confusion. Learning a second language very early makes it very easy to learn other languages in the future because the brain is already organized to learn them.

We accept children from three years old for practical reasons, we offer group activities and without parents.  We are evaluating a new project “mums, dads and babies” groups, starting next year to answer the need for under-threes.

GL: Why do you think learning English has become so important in France?

SM: It is not just in France: despite the efforts of a few English has become the international language, and it is not only in the business world, it is also necessary for travelling (and French people love to travel around the world!). If you want to check something on internet, watch a movie, listen a song, English has become a fundamental need. As I said before, English can be the first language learnt but children will often add more foreign languages, and if you start as a child it is so much easier!

GL: Have you faced any resistance from parents to the methodology used at Les Petits Bilingues?

SM: I guess that our main problem was to “educate” parents, since often in France people want concrete results. In the process of learning languages everybody needs time, and everybody has their own rhythm. If you think that a toddler needs at least two years to speak fluently in his or her mother tongue, you can’t expect with one hour per week to have a bilingual child after one year. Some children love to repeat everything, others prefer to be really sure about their knowledge and they may surprise you with a full sentence from one day to another.

GL: I understand that you are opening a new centre soon – tell us about that.

SM: From September 2009 we will have a second centre in the Grésivaudan area, in Montbonnot, on the Route Nationale. We know that in this area there are a lot of international families planning to relocate to English speaking countries, and we want to offer them a centre closer to their homes.

GL: What recruitment opportunities do you have? What are the advantages of working at Les Petits Bilingues?

SM: We search for native English speaking teachers with a lot of energy and consistent professional experience working with children. We are a group and we work a lot together, sharing ideas and teaching approach. We work in a specific atmosphere where we enjoy our work; we can be very creative but at the same time we are very vigilant of our pedagogy.

GL: What kind of feedback have you had from parents of students at the school?

SM: They are all very happy, we provide also extra activities such as a puppet show with an English company, a LPB Day, a visit to Natural History Museum, and for next year we have many other projects … parents also like to join us in these activities and practice their English too!

GL: Give us some contact info

SM: Starting September we will have two centres in Grenoble : one in town (9 place de Metz) and one in Grésivaudan (508 rue Général de Gaulle in Montbonnot). For further details please contact us at 04 38 92 01 01 or grenoble@lespetitsbilingues.com or visit our websites for 3 to 12 years and 12 to 18 years.

For those looking for teaching work in Grenoble I’ve been promising some contact information on companies that offer English language training in and around the city for some time now. I’ve made a list below, including full contact information, links to websites and email addresses where possible. Please feel free to use the comments box to suggest others should you know any other schools, or if you want to share experiences working at any of these institutions.

Abaque Isère – Soutien scolaire à domicile

9 Rue Paul Bert
38000 Grenoble
Tél: 04 38 37 20 28
Fax : 04 38 02 08 64
contact@abaque-isere.com

A.F.S.I.C. (Action Formation Continue Ingénierie Conseil)

36 Bis rue des Vingt Toises
38950 Saint Martin le Vinoux
Tél : 04 38 86 45 08
Fax : 04 38 86 45 09

Brown School

20, avenue de la Houille Blanche
38170 Seyssinet-Pariset
Isère – France
Tél. + 33 (0)4 76 48 35 05
maria.brown@brownschool.fr

C.E.L. (Centre d’Etudes de Langues)

Grenoble Chamber of Commerce and Industry
7 rue Hoche
38000 Grenoble
Tél. : 04 76 28 29 67
Fax : 04 76 28 26 13

Demos

Europôle
4 place Robert Schuman
38000 Grenoble
Tél. : 04 76 49 96 19
Fax : 04 76 49 94 71
grenoble@demos.fr

F.L.O.R. (Formation Langues Org. Ressources Humaines)

Parc Sud Galaxie
38130 Echirolles
Tél. : 04 76 09 15 72
Fax : 04 76 40 37 46
flor.flor@wanadoo.fr

Greta Alpes-Dauphiné et Greta Sud-Isère

1-3, rue des Trembles
38100 Grenoble
Tél. : 04 76 33 27 63

Infolangues

« Le Trident »
34 avenue de l’Europe
38100 Grenoble
Tél. : 04 76 22 78 20
Fax : 04 76 22 78 28

John Evans

8 rue Ampère
Bâtiment B
38000 Grenoble
Tél. : 04 76 48 22 35

Logos

ZI Mayencin
Parc Equation
4 allée de Bethléem
38610 Gières
Tél. : 04 76 59 19 80
Fax : 04 76 59 19 90
logos@logos.fr

Montessori International School of Grenoble

19, chemin de la Duy
38240 Meylan
Contact : + 33 4 76 89 02 75
ecole@montessori-grenoble.com

Options

76 rue des Alliés
38100 Grenoble
Tél. : 04 76 33 18 39
Fax : 04 76 33 18 40

Les Petits Bilingues Grenoble

9 place de Metz
38000 Grenoble
Tél : 04 38 92 01 01
grenoble@lespetitsbilingues.com

Wall Street Institute

14 avenue Albert 1er de Belgique
38000 Grenoble
Tél. : 04 76 12 25 12

and

1080 chemin de la Croix Verte
38330 Montbonnot
Tél. : 04 76 12 25 12

Grenoble, a vibrant student city and self-styled Captial of Alps, is France’s second biggest city for English language training after Paris. The high number of international companies in Grenoble – principally from the scientific and technological sectors – means there is also a large ex-pat community. In a globalised world – and in an increasingly globalised France – where English is the language of business communication, the demand for in-house English training has escalated. The fact that companies in France are obliged to spend a percentage of their budgets on training for their staff also contributes, as does every employee’s legal entitlement to a certain number of hours’ training for every year of work (known in France as the DIF – Droit Individuel à la Formation/Individual Right to Training). English is a popular choice for people claiming training hours under the DIF – those who recognise the value of learning English both in the workplace and for travel – but many more employees are obliged to undertake English training in order to effectively carry out their duties.

In Grenoble the English training contracts are competed for a by a number of ‘schools‘ which are essentially agencies that send (normally) native English speakers to train staff ‘in-company‘. With the exception of the Wall Street Institute – an American franchise with three centres in the Isere region that adopts a largely computer-based, self-study method – these schools ultimately differ little in their product. The company pays the agency a fee which covers the school’s administration costs, the teacher’s salary and transport fees. Some of the schools insist the teacher follows a particular book with his or her students but generally the teachers in Grenoble have quite a free role. Most companies insist on a certain amount of by-telephone training, a popular requirement easily and willingly provided by the schools. Furthermore, schools who send teachers to train clients ‘in company’ often need their staff to be able to drive in order to visit two (or occasionally more) companies in one day. It is highly unlikely a car would be provided – although I have heard of a school in Lyon doing this – but teachers are normally compensated, sometimes generously, for petrol.

From my experience in Grenoble these schools find it difficult to find suitable candidates who are settling in Grenoble for the long term. The majority of English teachers fall into two broad categories: ex-patriots with husbands or wives working in the city and former University students looking to extend their stay in the city. There are few experienced CELTA or TEFL-equivalent trained teachers coming to Grenoble to teach in the way that such individuals are attracted to the Far East, South America or even other Southern European countries. This may be because the schools in Grenoble rarely advertise on the popular ESL job forums that feed the market, because France does not offer the cheap living of the developing world and partly because Grenoble is not a particularly easy city in which to find accomodation. Furthermore, few schools will entertain recruiting a teacher from abroad. Being here is the single biggest advantage when teaching needs can be urgent.

While France’s administrative complexity and high cost of living may deter some career EFL teachers, it is also one of the few countries that can offer a decent salary with the full social security entitlements that come with it. Teaching salaries vary between approximately 1,500-1,800 euros per month which, while not a fortune, is very much a livable wage and in the environs of the national average. What is also very attractive about teaching in France is the possibility of obtaining a permanent contract or CDI (contrat à durée indéterminée) which is virtually an iron-cast job-for-life guarantee in a country with extraordinarily protective laws benefitting workers. While many teachers may get a temporary contract or ‘CDD’ (contrat à durée déterminée) in the first instance, companies can only offer two such contracts consecutively before becoming obliged to offer a permanent one if they want to keep the teacher on. In my experience, schools in Grenoble generally reward hard-working teachers with CDIs eventually rather have to look for new ones after having given out two CDDs. My impression is also that there is not enough competition for places in English teaching agencies. Teachers are often recruited without the qualifications (CELTA, TESOL etc.) or experience demanded elsewhere in the world.

There are other opportunites to teach English at Université Stendhal as a Vacataire or Lecteur/Lectrice posts which command large hourly wage (50 euros plus!). To fuly benefit from being a vacataire, teachers are not normally paid for preparation time and are obliged to have what is known as a ‘principal employer’ to avoid paying oversized social security contributions. In most such cases the teacher will work part time for one of the schools offering company training and part time in faculty. Lecteur and Lectrice posts, while paid very well, are normally only given as one or two-year contracts. As far as I am aware it is impossible to obtain a permanent post such as this. Similalry, the Ecole de Management offers a range of programmes in English for which a University degree and teaching experience often suffice. Again, the need for a principal employer applies. With the Projet Géant at Europole there are also plans to massively expand the university and open a new business school. Therefore the opportunties to teach English in the city look primed to increase rapidly.

With the numbers of British taking French at school in decline theoretically the number erasmus year students is dropping also. However, relaxed working VISA rules for Canadians, Australians and New Zealanders are starting to compensate. While some schools may prefer candidates already settled or planning to settle in Grenoble long-term, shorter stay candidates may also prove advantageous for schools which prefer to offer temporary (CDD) contracts when possible.

Here are some step-by-step instructions on how to present yourself to potential teacher employers in Grenoble.

1) Submit your CV in Engish and French. Not all of the schools are managed by native English speakers, so making an effort with this should ensure a bigger response.

2) Make an effort to communicate in French. Being able to speak French is an advantage but not crucial to teaching English in Grenoble. Having the capacity to liaise with human resouces managers (for in-company training) will be a big advantage. Brushing up on your school French will also benefit you in beginner classes.

3) Give the impression you want to stay in Grenoble long-term. Turning up at an interview with a backback or snowboard will not go down well. Schools want people with a professional attitude and a genuine interest in pedagogy – if you give the impression you are just looking to fund your favourite winter sport you will be shooting yourself in the foot.

4) Get a car. The majority of English teaching work in Grenoble is in-company training. Schools often require their teachers to be mobile, often expecting them to teach classes in up to three different companies in one day.