In December every year, the Language Council of Norway announces its ‘word of the year’. For 2021, the word was , or sportswashing. In their words:

‘In 2022, several large sporting events will be organized in countries that are criticized for their poor human rights records. With that in mind, sport washing has become a relevant word in Norwegian
Sportswashing is used when authorities in totalitarian regimes utilize sporting events to present themselves in a better light’ (my translation).

Some expressed surprise at this year’s word choice – perhaps especially when compared with last year’s ‘korona’ – but Helene Uri, author, linguist and professor, is quick to that this year’s word is important politically. She praises the Language Council of Norway for providing a platform for discussion.

Speaking out against sportswashing and the 2022 Qatar World Cup

The most-discussed sportswashing case of 2021 was perhaps the 2022 Qatar World Cup.

Norway’s football team did not qualify but they certainly made a statement, opting for jerseys with the message in several qualifying matches. 

Norwegian players and have been outspoken on human rights conditions in Qatar, and Norwegian football magazine Josimar has published texts that were controversial enough to put them at the receiving end of a from the Qatar 2022 organizing committee.

Additionally, the editor-in-chief at Josimar as well as Norwegian Broadcasting Corporation (NRK) members of staff Halvor Ekeland and Lokman Ghorbani were detained while reporting from Qatar late last year. 

Amnesty Norway have also been vocal in their of Qatar’s poor human rights records, arguing that the World Cup is a golden opportunity to apply more pressure on Qatar to respect the International Covenant on Civil and Political Rights (ICCPR) and the International Covenant on Economic, Social and Cultural Rights (ICESCR), which the country .

There is no doubt that Qatar’s human rights record leaves a lot to be desired, and that some of the foreign migrant workers contributing to making the 2022 Qatar World Cup a reality live and work under appallingly poor conditions. 

In the game of rights, power matters. In the game of rights, the Norwegian national football team, TromsĂž IL, Josimar, and NRK can share information, stories, and outrage without potential risk to livelihoods, host country residence permits, or prison sentences. 

The migrants, more often than not, cannot. To understand that, we need to understand the structures of sponsorship linking migrants and citizens in Qatar.  

Migrants in the Arab Gulf

The tiny state of Qatar relies heavily on a non-national workforce. Migrants completely and make up over 90% of the population. 

The migrants are seen as temporary guest workers; there to do a job, and return home. This is not necessarily what happens in reality and the Arab Gulf is full of non-nationals who have spent a lifetime there – but structurally, always as ‘temporary guests’, knowing that permanence or naturalization is difficult if not impossible. 

Migrant workers can be roughly divided into three categories:

• domestic workers
• low- to mid-skilled workers
• mid- to highly skilled workers

The 2022 World Cup construction workers we’ve been able to read about inl fall into group two, composed largely of South-East Asian and African nationals.

The kafala system – a relationship of power difference

The kafala – or sponsorship – system, regulates the vast non-national workforce and is perhaps best described as a structural relationship of power difference between a national employer (kafeel/sponsor) and a migrant employee. 

The “… is a way for governments to delegate oversight and responsibility for migrants to private citizens or companies.” It gives “…responsibility, powers, and rights to the sponsor in the eyes of the State.” 

The migrant’s relationship, therefore, is not directly with the State, but with a citizen or (citizen-owned) company who is legally and financially for them, states Silvia Pessoa, teaching professor at Carnegie Mellom University in Qatar.

That sponsor controls both work permits and residency, which means that your right to live depends on your right to work which again depends on the sponsor.

Adding to this, freedom of organization, demonstration, and expression is limited throughout the Arab Gulf. Complaints, or publication of views against sponsors or the host state could or cost you your job.

A migrant’s chances of filing a labor against their sponsor and resolving the case with a favorable result are also limited. 

For a migrant construction worker, a job loss is a considerable personal and financial loss, affecting not just himself but also his family back home.

The end of kafala?

To be fair, Qatar is working towards reforms and has made system in recent years. Some have even stated that the kafala system has come to an while others worry about recents to the changes made.

Either way; it’s not enough. Migrant workers in the 2022 Qatar World Cup still live with a structural system of power imbalance where the odds are most definitely not in their favor.

‘Sportsvaske’ is a political statement. Use it well

Making sportswashing ‘word of the year’ is a political statement. Let’s not allow Qatar to sport wash their image so all you remember from the 2022 World Cup is glitzy football fields and heroic players.

Don’t get me wrong; I admire and applaud the players. But the migrant workers are the real heroes of this World Cup.

Want to learn more?

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In 2019, the Norwegian Institute for Applied Social Sciences (Fafo) delivered a reviewing mentor programs that had received financial support from the Directorate of Integration and Diversity (Imdi).

Mentoring, here, is understood as ‘
a form of a dialogue between a mentor and a mentee, where the overriding goal is learning and development, an understanding of new perspectives and increased consciousness with regards to opportunities, potential, and resources’ (my translation and paraphrasing).

The report seeks to understand if mentor programs are a useful way to increase workplace integration and diversity, and several factors are identified as important in a good program.

Read more: Why Highly Skilled Immigrants Don’t Get Hired in Norway

A mentor program will have, at a minimum, mentors, mentees, and a program coordinator. Many programs offer ‘community events’ in addition to the mentor-mentee relationship.

Get the Book: How to Find a Job in Norway

These could be relevant topic discussions, workshops with the program coordinator or external consultants/trainers/speakers, tailored language classes, and/or socializing and network-building events.

To work well, a program should be well structured, with clearly defined goals, communicated to all stakeholders. Clear communication is seen as key also for the different roles; what does it mean to be a mentor/mentee? What responsibilities do the different roles hold, and are responsibilities and expectations aligned at the start of the program?

A good recruitment process is also important. This ensures a thorough evaluation of mentee background, skills, and competence as well as a good matching process between mentor and mentee. A good match can be essential for perceived mutual benefit.  

The report mentions three dimensions that are especially relevant in a successful mentoring program: formal and informal competence, signaling competence to others, and evaluation of competence by others. Trust and networks are seen as especially important throughout this process.  

Formal and informal competence

Ideally, the mentee should be supported in identifying formal skills and competence gaps as well as in bridging those gaps. The mentees who reported an increase in formal competence had received tailored support, courses, and/or practical experience.

Read more: Jobs in Norway: The Hard Truth

The support being tailored is seen as important to ensure an appropriate level as well as topic. Having a mentor in a relevant field, for example, can mean they are able to identify solutions that someone outside of the field may not see.

Informal competence refers to knowledge of working life norms and cultural codes and understanding what is expected and accepted behavior in a job-seeking process. Face-to-face interaction between mentor and mentee was seen as important in developing informal competence, but ‘community events’ also supported this learning process.

Signalling

Signalling refers to the communication of competence to potential employers, through CVs, cover/application letters, and the use of LinkedIn, but also in an interview setting.

Most of the programs that were evaluated in the review included this kind of training as part of their ‘community program’ as well as part of the mentor-mentee relationship. Some programs offered career counseling, some did mock interviews while others ran individual evaluations and group evaluations of CVs.

None of the approaches are highlighted as more effective than others, but most of the mentees stated that the knowledge they gained on signaling was helpful for them.

Some of the programs also emphasized the importance of defining diversity as something positive and useful, to be highlighted and communicated – for work seekers, but also for job holders, recruiters, and future coworkers.

For example, one of the programs that were reviewed invited all participant companies to a breakfast meeting titled ‘How to create a work environment with room for everyone’ (my translation).

Network

The importance of networks in the Norwegian job market cannot be underestimated. The report introduces the difference between ‘strong links’ (family members, close friends) and ‘weak links’ (distant friends, acquaintances, people outside your own professional field), arguing that strengthening one’s ‘weak links’ might be worth considering – job openings can appear where you least expect it!

A wide network is key. The mentor can be an important part of strengthening one’s ‘weak links,’ but mentors were also seen as potentially important in supporting ‘social capital’ (Bourdieu 1986), through introducing the mentee to their own network or being a reference on job applications.

One mentee that:

‘In Norway, it is not enough to have knowledge. You need to know the right people, who can show others that you have it (knowledge) (my translation).

Read more: Job Vacancies in Norway

The mentor programs offered the mentees access to new networks through ‘community events’ too; most participants attended all or almost all events and had the opportunity to interact with other mentees, external consultants, and the program coordinator.

There we are: if you’re considering joining a mentor program, you can keep this information in mind when you research what is available. I cannot say that ‘mentor programs work!’ – but on a personal note, I think a well-structured program looks super useful.

Mentor programs in Norway

Here is a (non-exhaustive) list of mentor programs currently available. Please note that there is no link between the mentor programs listed below and Fafo’s research.

: A not-for-profit organization targeting immigrants and refugees, working towards increased integration and a more diverse working life. Sammen om en jobb started in 2017 and has organized mentor programs since 2018.

Targeting highly skilled immigrants, supporting them towards work that is aligned with skills and competence. 2021 was their third mentor program year.

: Nexus was ‘
developed to address socio-economic discrimination and difficulties that people with immigrant background face in Norway when securing relevant and skilled employment.’ They cooperate with Sammen om en jobb and the program offers a mentor-mentee relationship as well as extensive additional support.

: Targeting skilled immigrant women. ‘The mentees work with their mentor to set and achieve goals during 8-12 monthly sessions. They have the support of a team that accompanies the pair as needed and organizes get-togethers aimed at networking and sharing. The Program has grown significantly given its result-orientation and mentors report that learning is indeed mutual.’

: Aims to increase participation, inclusion, and diversity in working life, as well as increase knowledge of diversity and equality as valuable. Run in cooperation with , leading competence builder in diversity management.

Organized by Kristiansand Chamber of Commerce and aimed towards skilled immigrants.

Organized in cooperation with Fretex, targeted at skilled immigrants.

Organized by Asker Chamber of Commerce and Jobb Asker.

Mentor- and leadership development program targeting immigrants in Vestland county. Organized by Bergen Chamber of Commerce.

Organized by Trondheim Chamber of Commerce, targeting skilled immigrants.

(Oslo): Targeting skilled immigrants.

(national organisation, local chapters): Targeting skilled immigrant women.

A final note on language

Most of the websites above offer information in Norwegian only, and most mentor programs have (B1) language requirements as well as formal requirements for education, approval and work permit.

Get the Book: How to Find a Job in Norway

Author’s note: This text is a follow-up to our previous article ‘Why highly skilled immigrants don’t get hired in Norway’.

By ‘skilled immigrants’ I mean people holding university degrees, specialized skills, and professional competence who have immigrated to Norway and currently live here. Please note that this is a data-based text, not my personal opinions or recommendations.

The list of mentor programs is not conclusive, I may have missed available mentor programs. Feel free to add them in the comments.

The post Mentor Programs: A Way to Find Relevant Work in Norway? appeared first on 51łÔčÏÍű.

The B1/B2 level Norwegian exam requires high level skills, so even though it can feel daunting, preparation is necessary for success.

As an additional language instructor, I have taught how to write good texts, as well as read and reviewed a steady stream of classroom mock exam texts. Here are my tips on how to prepare for the B1/B2 Norwegian exam, and do well on test day.

Plan for time to prepare

If at all possible, plan time to prepare well. The test evaluates language skills and not factual knowledge – but show me the person who can write well, in a foreign language, about an unfamiliar topic!

Read more: How to Learn Norwegian

Spending some time reading up on factual information and paying attention to Norwegian news/media and public debate before the test is time well spent.

You can read up on factual information on , free and available online in several languages you may read more efficiently than Norwegian.

Dagsrevyen, Debatt, Politisk kvarter and newspapers are great places to stay on top of Norwegian public debates in Norwegian.

Revise all grammar

Verb conjugation, noun-adjective agreement, the V2 rule, pronouns, punctuation, prepositions, compound words, subordinate clause syntax
 Now is a good time to repeat what you learned as a beginner, as well as what you’ve covered more recently, as an intermediate Norwegian learner.

If you are not enrolled in classes and don’t have textbooks available, there are resources available online and textbooks at local libraries.

Remember, a good command of grammar means you’re able to produce more complex, varied, and fluent language.

Vocabulary and idiomatic expressions

A varied vocabulary is essential for fluency, and if you’re ready for the B1/B2 test, your vocabulary is probably great already. Knowledge of idiomatic language is important for fluency.

I’m not asking you to type ‘funny Norwegian idioms’ into Google. That’s not super interesting for you, and probably won’t help you write a great text anyway. By idiomatic expressions, I mean the way fluent speakers express themselves.

For example – pĂ„ stĂ„ende fot kommer jeg ikke pĂ„ noen eksempler (Top of my head, I can’t think of any examples). The language school Lingu has a great covering this topic – listen to it!

You can also try to make note of—perhaps even make an actual list of—how Norwegians express themselves by reading and listening to varied material.

Just one last thing; if you’re not sure you understand the meaning of an expression, don’t use it. Nobody expects your text to be absolutely perfect, but errors should not lead to misunderstandings.

Before you start writing
.


make sure you understand the question! If you are not sure what the question means, you can’t answer it. If in doubt, ask. That’s okay. Once you’ve understood the question, make sure you answer it in your text.

Understand the structure

Understanding how to structure your text is key. Linguistic fluency is mastering grammar and vocabulary, but it’s also mastering communicative convention.

You’re evaluated on how easy your text is to follow and how clear it is – to write a clear text, you need to understand the structural principles it builds on.

The B1/B2 exam has two questions for you to produce written replies to. The first question is asking you to express your opinion, often in email format. It is often formulated as a complaint related to a practical issue.

The second question is a more academic, argumentative text. Here, you’ll likely be asked to ‘diskutere/drþfte’—discuss—a topic.

Expressing your opinion – keep it short!

Here is an example from (my translation) of what question number one might look like:

1. The bus company responsible for bus routes in your residential area has suggested reducing the number of daily buses. This will cause problems for you and your neighbors. Write an email to the bus company and explain why it is important that the bus routes remain unchanged.

The word count is a minimum of 80 words; this is not a lot. I have seen several examples of long and wordy ‘emails’ to solve a simple problem, from students thinking that a long text gives them a chance to show their language skills.

Remember – more is not necessarily better! Norwegian communication norms are relatively concise and being able to ‘get to the point’ quickly in formal emails is considered a good thing. Some instructors advise 80-100 words, others up to 150; let’s just say not too long.

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

• You want to address your recipient; dear bus company or dear Kolombus (the bus company in Stavanger) could work here. You could also say ‘to’ instead of ‘dear’. There is no standard Norwegian equivalent to ‘I hope/trust this (e-mail) finds you well’. If this was a real life email your subject line should also clearly and concisely indicate the email topic.
• Introduction: Tell them who you are, and what the problem is. You can lean on the assignment text.
• Main part: Elaborate on why this is a problem. Here is a good place to use a couple of sentence starters, for example for det fĂžrste, for det andre, dessuten, i tillegg (firstly, secondly, furthermore, additionally). You could also use upgraders to say that this makes everyday logistics svĂŠrt utfordrende (very challenging), for example. Stick to the case at hand, don’t ramble. No need to use emojis, and if you use exclamation marks, one is plenty – some might even say one is one too many.
• What would you like them to do? Can you suggest a solution? Perhaps wrap up with a short call to action?
• Sign off: For example Med hilsen / Med vennlig hilsen (with regards / with kind regards) + your name. Signatures are often shortened to mvh, which I think you should avoid in your exam text.

The argumentative text

Your second assignment is an argumentative text. Let’s repeat: this should be well structured, easy to read/follow and with good flow (did anyone hear the hint to use connecting words?) When your reader is finished, they should not ask themselves ‘what did the candidate actually argue?’

You’ll be given two questions. Choose one. Your word count is ‘approximately 250-350 words’. You’ll likely be asked to present the case, and argue your, or a, position.

You are not evaluated on your opinions or factual knowledge, but on your linguistic abilities; but I repeat my opening statement – arguing something you know nothing about is challenging. Read up in preparation.

On a general note, this is a formal text and your language should reflect that. Rather than ‘I feel that
.’ you might say ‘many share the opinion that
’, ‘a commonly shared view is that
.’ or ‘recent research indicates that
’.

You are arguing a case. Rhetorically, that means you can lean on experts, research, facts/statistics or parallel examples if you think it is appropriate.

Underlying structural framework

There are two ideas you might want to familiarize yourself with to understand how an argumentative text is structured: the five-point essay, and Hegel’s dialectic model.

Both share a structural introduction, main body of pro and con arguments, and closure.

Introduction

The introduction should be a general informative paragraph about the topic at hand. Perhaps it has been widely discussed in the media over the last few months, or hotly debated in parenting communities? Maybe it is especially relevant given the upcoming elections?

Either way – contextualize your topic, and state the position you will argue. This does not have to be your personal opinion.

The five-point essay

The five-point essay’s main body will have three paragraphs; argument 1 (supporting your position), argument 2 (on the other hand), and argument 3 (back to supporting your position). You could add subheadings to each argument for clarity, and argument 1 should be your strongest argument.

You’ll need to ‘bulk out’ your arguments with a supporting paragraph. There is nothing to stop you from adding more arguments making 5 points or 7, except time and your word count.

I’d say it’s better to write an excellent text with three arguments than a half-done 7-argument text with too many grammar mistakes but that’s just me.

Hegel’s model

is ‘a dialectic method of historical and philosophical progress that postulates (1) a beginning proposition called a thesis, (2) a negation of that thesis called the antithesis, and (3) a synthesis whereby the two conflicting ideas are reconciled to form a new proposition.‘

We still have an introduction and the main body of pro and con arguments, but there is the addition of a ‘compromising’ argument, the synthesis. Writing a text using this structure often means you argue the synthesis.

Here is a copy of Can you make out a structural framework to answer the following questions?

2A: Should children’s use of social media be restricted? (my translation): several social media apps have age limits in place, but not all. Online bullying is an issue in today’s society, but at the same time, some fear that children who are not on social media will be excluded from social interaction.

2B: Should schools remove homework? (my translation): Many people argue that homework does nothing but contribute to increased differences between weak and strong students. Some say that covering the curriculum may pose a challenge if homework is removed from schools, while others suggest we keep the homework but task schools with offering homework help for the weakest student.

Practice. Team up. Review.

Acing the B2 written exam is challenging, as is preparing for it. Schedule your time and make sure you are able to review your knowledge and practice your writing skills.

If at all possible, team up with a peer and/or an instructor for feedback and editing suggestions. Test day should not be the first B2 level text you write!

On exam day, bring a watch and keep track of time. You’ll want to leave enough time to read through your own text, making sure it is well structured, easy to follow and free from mistakes that could be avoided.

You know: punctuation, capital letters, compound words written as one rather than two words, verb forms, definite and indefinite noun forms and so on.

You spent all that time revising, don’t mess up the small stuff. And again: make sure you’ve answered the question.

Best of luck, you’ve got this!

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

Here are a few links to help you on your way:

The post How to Ace the Written Norwegian Exam appeared first on 51łÔčÏÍű.

Statistics Norway defines ‘innvandrer’ (literally translated as ‘someone who has wandered/traveled in’) as ‘someone who was born outside of Norway by non-Norwegian parents’.

This is a large category, glossing over differences, life stories and self-ascribed identities. Statements like ‘innvandrere strever pĂ„ arbeidsmarkedet’ (immigrants struggle in the labor market) are common, but imprecise. To work out what, we also need to know who.

This text refers to highly skilled immigrants in Norway. They are ‘innvandrere’ with university degrees, specialized skills and often sought-after professional competence in a trans-national labor market.

‘Highly skilled immigrant’ does not exclude other forms of identification; many highly skilled immigrants also identify as international students, self-initiated expats, sponsored expats, expat partners, internationals, refugees, lovepats, third culture kids
.while others resist, or are uninterested in, labeling.

Get the Book: How to Find a Job in Norway

In this text, I address immigrants who are already here, not challenges met by those trying to secure a visa.

Do highly skilled immigrants find work in Norway?

Yes and no, but on a general note, securing work at their competence level and in their field is more challenging for highly skilled immigrants than for highly skilled Norwegians.

I’m also told by many that their experience of securing relevant work in Norway is more challenging than in other countries they have previously lived in.

Not hiring immigrants can seem unwise. There is a shortage of workers in many industries, and research indicates that businesses who have a diverse workforce hold the potential to perform better than those who do not. What is missing in the matching process?

Addressing perceived challenges for skilled immigrants in the Norwegian labour market is two-fold: we need to examine individual (job seeker) as well as organizational (job holder) factors.

Challenges for highly skilled immigrants in the labor market – individual factors

Focusing on perceived challenges for the individual job seeker, there are five main categories:

Norwegian language skills

I won’t say it’s impossible to find relevant work without Norwegian skills, but it is definitely seen as a relevant factor.

Formally recognized B1/B2 proficiency is a requirement for some job groups, while ‘fluent Norwegian’ is often listed as a requirement for jobs where there are no formal requirements.

Lack of language skills can be seen as a hindrance to efficient onboarding as well as to ‘fitting in’ with co-workers in companies where the working and socializing language is Norwegian. 

Acquiring necessary language skills can pose a considerable challenge for highly skilled immigrants. Often excluded from state-sponsored language training, they are left to look for affordable private language classes and juggle learning Norwegian with work/looking for work, integration and supporting a family.

Cultural competence

A study done by Trine Fossland with TromsĂž University as well as a from Norwegian research center FaFo indicate that lack of cultural competence is seen as another hurdle for skilled immigrants to overcome in entering the job market at an appropriate level.

Education, experience, and references are not enough; you also need to understand work-place cultural codes, expectations, and how to ‘translate’ and transfer skill sets to a Norwegian context.

Lack of cultural competence is also mentioned in of intentional diversity in recruiting and management in a Norwegian private sector company.

The company is less likely to hire for diversity in highly skilled management positions than in low skills positions, she says. This is explained partly by referring to challenges based on different cultural understandings of the leadership role.

Unfamiliar credentials and foreign references

‘Far-away’ educational credentials or references are less likely to be trusted or properly evaluated by employers, thus creating a barrier to employment, shared Associate Professor Anette Risberg in a recent presentation of Swedish data.

This sentiment can be heard in career workshops aimed at the target group in Norway, too; securing Norwegian references and Norwegian work experience is advisable.

Additionally, some qualifications (teacher, doctor, nurse, psychologist, physiotherapist to name a few) need a Norwegian approval or authorization, sometimes requiring potentially time-consuming additional training for the immigrant. Trine Fossland’s data shows that this is especially challenging in the medical field.

Networking

Perhaps as an extension to lack of familiar credentials is lack of a familiar, or local, network.

Building a network is essential when looking for work in Norway, since there are several opportunities that do not go through the officially recognized channels / portals such as Finn.no and NAV.

A network, indicates Trine Fossland’s research, can also support the immigrant in his / her effort to identify and effectively communicate a ‘foreign’ background and skills as something that is relevant in Norway.

One must, however, build ‘the right network’; a professional network consisting solely of other immigrants may not be the best tactical move for securing relevant work in Norway.

Family structure

Trine Fossland raises one more perceived challenge for highly skilled immigrants seeking work in Norway, namely gender, life stage and family. She states that:

“…the risk of not getting a job was also connected to gender and family obligations and the widening time span since the migrants’ previous high skilled job—or any relevant work at all”

and continues to explain how many, especially women, struggled to join the formal work force upon arriving when the children were young, because the family had no local support system to back two parents working full time.

This is common among expat partners worldwide, and the bridge from ‘stay-at-home’ to ‘gainfully employed’ often grows longer with years passed.

What can be done?

Finding gainful employment for highly skilled migrants in Norway is potentially more long and winding than climbing Preikestolen! What can be done?

Focusing on the individual

Recent research from Sweden by Anette and Laurence Romani shows that efforts focusing on the individual and his or her potential to adapt to local employment norms are absolutely helpful.

Language classes and increased cultural competence as well as coaching in CV- and cover-letter writing can increase the highly skilled immigrants’ chance to secure relevant work.

This is confirmed in, where mentor programs focusing on these skills as well as network building and personal relationships were evaluated.

Mentor programs can be an important contributing factor on the path to gainful employment for highly skilled immigrants, but they should be as tailored as possible, bridging the mentee competence gap rather than providing general training.

For example, language classes and interview-training specifically targeted to the mentee’s industry was experienced as far more relevant than general language and job-seeking classes.

Read more: The Ultimate Guide to Moving to Norway

We may, however, need to widen our focus to succeed with making use of highly skilled immigrants as a resource in the workforce. We need to work on individual factors and ensure that competence gaps are bridged, but we also need to examine organizational factors.

Focusing on the organization

Job holders, recruiters and HR representatives are the gatekeepers to work participation.

Fafo’s report on mentoring as a path to gainful employment in Norway introduces a distinction between ‘person-job fit’ (are you qualified) and ‘person-organization fit’ (do you fit the organization profile).

They continue to state that ‘person-organization fit’ can be seen as 

• looking for someone who is a similar addition to the organization (cultural fit), or 
• looking for someone who is a complementary addition (cultural add)

Data indicate that hiring managers often, more or less consciously, look for someone who fits the first description, creating a homogenous work environment.

This is confirmed in Risberg and Romani’s (2021) d from Sweden, which shows that recruiters had a pronounced tendency to look for someone ‘similar to me’.

Hiring for cultural fit was seen to protect organizational normalcy, ‘the way we do it here at our work-place’ from potential ‘risk’ or change/disruption.

Get the Book: How to Find a Job in Norway

Interestingly, hiring managers with international experience are more likely to hire other internationals, and in organizations where the workforce is already culturally diverse, there is a higher willingness to hire immigrants, shared Risberg in a recent talk organized by recruiting agency Alva Labs.

What is ‘normalcy’?

‘Normalcy’, organizational or otherwise, is a social construct. If we are protecting organizational normalcy, we also need to decide what that normalcy entails.

Perhaps the key to hiring a more diverse workforce lies somewhere in the combination of the individual’s willingness to adapt and the organization’s willingness to do a structural audit, redefine organizational normalcy and create workplaces that reflect and respect a diverse reality.

Are you a highly skilled immigrant in Norway? Exasperated, or unsure where to start? You can reach me in the comments field below.

The post Why Highly Skilled Immigrants Don’t Get Hired in Norway appeared first on 51łÔčÏÍű.

Every year in the months leading up to Christmas, Norway’s many activity clubs—largely organized around volunteer efforts and perpetually underfunded—rally together for various annual fundraising sales.

Once upon a time, this fundraising would be done by a child walking door-to-door. These days, some children walk door-to-door, but a lot of the fundraising is done by parents on social media.

The changing nature of fundraising in Norway

My Facebook feed is full of messages from other parents:

‘Marianne is selling bamboo socks to raise money for the athletics club’. ‘Please support the football club by purchasing toilet paper this year! Contact me for details’. ‘The music band is selling board games this year! Please support us by purchasing our games. Contact me through Messenger or in the comments below.’

Read more: Parenting in Norway

Every club my own three children are involved in sends emails: ‘This year, we have decided that all members shall sell a lovely gift package containing environmentally friendly drinking bottles, coffee mugs, vanilla scented candles and bamboo socks.'

‘Please collect your package before December 1^st. The invoice will be emailed to you,’ and ‘Don’t forget to collect your son’s allotted share of toilet paper and kitchen roll supporting the swimming club’s annual fundraising. Pay at pickup and re-sell as you see fit.’

Once we reach December, Christmas cookies and lottery tickets are added to the mix. Some in the form of ‘volunteer’ teens ringing the doorbell asking if we can please purchase dry cookies to help raise funds for club a, b or z.

Others as a trade-off between teen parents who find it easier to simply invest 200 NOK in a game of musical cookies where I buy your son’s chocolate cookies if you buy my daughter’s gingerbread nuts.

An extension of the Norwegian Dugnad

Traditionally, children’s clubs raised money in a ‘dugnad’ spirit. Dugnad is a well-established concept in Norway, indicating a community volunteer/unpaid effort in support of a common good.

In my childhood, all the families in our street came together every spring to clean up the neighborhood through weeding, washing, leaf picking and mending the playground. Everyone contributed what they could, there was food and drinks, and the job got done. This is ‘dugnad’.

My childhood music band and sports club raised funds by sending all the children out to sell tickets for a lottery; you raised whatever you could, without a minimum sales requirement. Also, ‘dugnad’.

The use of volunteer efforts – dugnad – in organized activities contribute to reducing the club’s expenses and make participation more available to everyone due to (relatively) low annual fees.

My son’s football club, where he plays five days per week, charges us just shy of 2,000 NOK per year. By comparison, the football club he played with in Oman charged around 600 NOK per month.

The Norwegian club has a high degree of unpaid parental input. Parents run the café, bake for tournaments, coach the teams, and man the board. The Omani club, by comparison, is staffed by professional British players and coaches. All I had to do as a parent was sit in a chair and drink tea.

Professionalism may provide a higher quality coaching staff for those who can pay, but dugnad provides the opportunity to play for the masses, as argued by Tom Farrey in the . In egalitarian Norway, equal opportunity is highly valued.

Is it still dugnad?

There is, however, only so far as you can stretch volunteer effort and still call it voluntary, and today’s annual fundraising dugnad is a far cry from the ‘do-your-best’ lottery sale of my youth.

While the Norwegian Sports Confederation guidelines clearly state that dugnad is voluntary, no member can be forced to contribute and no member can be expected to pay fines or fees if they chose not to participate, opting out of the annual fundraising sales effort is rarely presented as an option.

In principle, it is free, because I can buy the toilet paper and resell it, reclaiming the funds. Alternatively, I can choose not to sell the toilet paper; but I’m requested to pay the sum the club would have received from the sale.

As a parent of three, I simply accept the annual fundraising as part of having active kids. I buy the toilet paper – my car won’t ever fit in the garage, but I remained completely calm through the coronavirus toilet paper scare in March 2020.

I opt out of selling socks, board games and water bottles and simply pay the bills, mainly because I think there is already enough stuff we don’t need in the world.

It is debatable whether the annual fundraising sale qualifies as a ‘dugnad’ effort, but either way, the amount you’re asked to pay is negligible compared to what it would cost to run the children’s clubs with trained professionals.

I appreciate that my children have affordable activities to attend, and I am ready to send another couple of hundred NOK out to play in the game of cakes. Because cake is never wrong.

The post Fundraising in Norway: Cookies, Bamboo Socks & Toilet Paper appeared first on 51łÔčÏÍű.

As an additional language learner, vocabulary – or lack of it – is often your number one challenge.

You want to express your opinion on ±èŸ±ČÔČÔ±đ°ìÂáĂžłÙłÙ compared to turkey, the pressure to purchase an ever-increasing stream of unnecessary glitter-covered rubbish for Christmas (okay, maybe that was my opinion), Ole Gunnar SolskjĂŠr’s departure from Manchester United, or whatever else your Norwegian friends may or may not be interested in.

You are used to being able to present yourself as a witty, eloquent, opinionated individual in your own language; but suddenly, you’re reduced to feeling like a mumbling idiot. You no longer have the words to express your thoughts!

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

Creation of compound words in Norwegian

Learning Norwegian vocabulary is a challenge, but here is a gift to new learners: compound words.

Norwegian is littered with compound words, and new ones are created as need arises.

Last year, we were introduced to new high frequency words like koronatest, koronasyk, (sick from corona), koronasymptom, as well as more low frequency facebookfylla (getting drunk while hanging out with friends on Facebook) and hosteskam (feeling shame when coughing).

Compound words are much more common in Norwegian than in English. There are many types of compound words (sammensatte ord) in Norwegian. Here are some important groups:

Verb + Noun

Čő±čĂžłŸłŸ±đ°ì±ôłÜČúČú (swimming club) = Ă„ svĂžmme + en klubb (to swim + a club)

°ìÂáĂž±ô±đČő°ìČč±è (fridge/refridgerator) = Ă„ kjĂžle + et skap (to cool + a cupboard)

Adjective + Noun

ČÔŽÇ°ùČő°ì±ôĂŠ°ù±đ°ù (Norwegian teacher) = norsk + en lĂŠrer (Norwegian + a teacher)

Note that separating the words in this category is possible, but it changes the meaning: (en) norsk lĂŠrer means a teacher from Norway, whose subject of instruction may or may not be Norwegian language and literature.

Noun + Noun

”ț°ùŸ±ČÔČ”±đČúĂŠ°ùČőČâ±ôłÙ±đłÙĂžČâ (raspberry jam) = et Čú°ùŸ±ČÔČ”±đČúĂŠ°ù + ČőČâ±ôłÙ±đłÙĂžČâ (a raspberry + jam)

”ț°ùĂž»ćČő°ìŸ±±č±đ (a slice of bread) = et brĂžd + en skive (a bread + a slice)

Note that in compound words consisting of two nouns, the last noun will dictate the gender of the whole word: et brĂžd + en skive = en brĂždskive.

Some compound words consisting of noun+noun are joined with an -e wedged in between the two parts: barnEhage (kindergarden), julEtre (Christmas tree), hundEpark (dog park). E is commonly used to join words where the first noun is short (one syllable).

Fun challenge: how many words can you make starting with jul?

Other compound words consisting of noun + noun are joined with an -s wedged in between the two parts: for example łÙ±đČÔĂ„°ùŸ±ČÔČ”ł§ČúŽÇ°ì (teenage book) and ČčČÔČő±đłÙłÙ±đ±ôČő±đł§ČúČâ°ùĂ„ (hiring agency).

If the first noun ends with –sjon, -het, -else, -tet, -skap or -dom, you can expect to find a wedged -S.

Beginner Norwegian learners can expand their vocabulary drastically by learning to combine words.

Just think of jam (ČőČâ±ôłÙ±đłÙĂžČâ): how many types of jam can you list? Use jam as your ‘end’ and add whatever fruit or berry you like in front. ”ț°ùŸ±ČÔČ”±đČúĂŠ°ùČőČâ±ôłÙ±đłÙĂžČâ, jordČúĂŠ°ùČőČâ±ôłÙ±đłÙĂžČâ, aprikosČőČâ±ôłÙ±đłÙĂžČâ, appelsinČőČâ±ôłÙ±đłÙĂžČâ
.

Not so keen on jam? How about outdoor life, or shoes – how many different types of shoes do you own? I’ll start: joggesko, tursko, vintersko, fotballsko (running shoes, walking shoes, winter shoes, football shoes) – you get my drift.

Limitations of compound words in Norwegian

There is no clear and formal rule on how long a compound word can be, which can result in words that are frankly ludicrous.

ČѱđČÔČÔ±đČő°ì±đ°ù±đłÙłÙŸ±Č”łó±đłÙČő±đ°ù°ì±ôĂŠ°ùŸ±ČÔČ” (declaration of Human Rights) is an acceptable compound word, while (the council for diagnostics in preimplantation) may require a drink.

If a compound word is long and combines more than three words, you may be better off rewriting your sentence.  For the preimplantation folks, I suggest Nemda for diagnostisering av preimplantasjon.

Compound words for beginners

Here are my three top tips to work with vocabulary and compound words for beginners:

1. If you meet an unfamiliar word, try to deconstruct it and work out if you might understand parts. ”ț°ùŸ±ČÔČ”±đČúĂŠ°ùČőČâ±ôłÙ±đłÙĂžČâ: perhaps you have learned that Čú°ùŸ±ČÔČ”±đČúĂŠ°ù means raspberry? Or even that ČúĂŠ°ù means berry? Half your job is already done.

Does the text provide any context, or is there perhaps a picture clue? Food vocabulary lends itself very well to the grocery store, too; use what you know to try and understand Norwegian food labels and learn new compound words along the way.

2. Use what you know to make new words – the sky is your limit! Okay, maybe not – some words don’t exist (yet?), but your point is to communicate, right?

Even if your newly created word doesn’t exist, your conversation partner will likely understand what you mean, and she can teach you the correct word.

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

You’ll remember that word, because it’ll likely be an embarrassing / funny / interesting / weird situation and a good story to share later, when you’re fluent.

3. Play modified Alias! Alias is a team game where one player draws a card with a word and tries to explain the meaning to his/her team members without saying the actual word. Points if the team members manage to guess the correct word.

You will not use the real Alias as a beginner because the words are too complex, but it is perfect for learning compound words; try to explain raspberry jam without using the words raspberry or jam. Alternatively, you can draw the words for your team members to guess.

The post Compound Words in Norwegian Explained appeared first on 51łÔčÏÍű.

My heart is swelling with pride and emotion. It’s already dark outside despite the early hour, but the trees glitter with lights and there is music in the background.

I have managed to wrestle my 5-year-old son into a white dress and he is walking along, holding a lit candle in one hand and a saffron-scented bun studded with raisins, sticky from being squashed in his little hand, in the other. ‘For you, mamma’, he says, handing me the sticky yellow bun. ‘For Santa Lucia day.’

Santa Lucia in the Nordics

December 13th is recognized and celebrated as Santa Lucia Day (Saint Lucy’s Day) throughout the Nordic countries.

The Swedes involve young adults and teens in the celebration, but in Norway, Santa Lucia is mainly an event for (young) children, organised in lower elementary schools and kindergardens.

By mid-November, you'll find a small assortment of old-fashioned, frilly white nightgowns in most mid-range children’s clothes stores. On December 13th, you’ll understand why.

Read more: Christmas Traditions in Norway

Small children are dressed up in white cotton outfits walk in a wobbly parade, handing out yellow buns and holding – or wearing! – lights while singing the song Santa Lucia.

It’s lovely, really, you can see a video of Norwegian children , or the older, Swedish, Luciaparaders . Just be warned, the song is extremely catchy, and you may find yourself humming ‘Saaanta Luciiiiiaaaaaa’ all night long.

Why do we celebrate? As with so many things on the Norwegian calendar of annual events, ‘tradition’ is an accurate answer, but of course there is a story:

Who was Santa Lucia?

Lucia was a young Christian girl, born in Sicily in the year 283. Dedicated to help people, she took food and drinks to the poor, carrying a candle on her head to have both hands free.

According to history, Lucia was determined to remain unmarried, devoting her life to God. However, the Roman emperor had recently banned Christianity, and Lucia’s mother had promised her hand in marriage to a rich bloke who likely had many great qualities, but sadly for Lucia, Christian faith wasn’t one of them.

Lucia, unsurprisingly, resisted her mother’s plan. Out of the blue, mum became seriously ill, and Lucia was able to miraculously heal her. In return, she asked to be freed from the obligation to marry the heathen.

Mum agreed and let Lucia off the hook as far as the impending marriage was concerned. Lucia was delighted, the fiancé less so. He was, apparently, so ticked off that he ratted her out as a Christian to the Roman Emperor, who sentenced her to work in a brothel (yes, really!)

When the soldiers came to collect her, she was rooted to the ground and could not be moved. The soldiers tried to burn her instead, but alas, she turned out to be impossible to alight, too. Falling, eventually, to a soldier’s sword, Lucia died a martyr on December 13th 304. She is now a patron saint of Syracuse and helper of the blind.

From the Winter Solstice to Santa Lucia

Is that it? Well, no. Where Italy had Lucia, we had Lussi


Norwegians embraced Christianity more or less voluntarily when King Olav Haraldsson declared it an official religion around 1020. Religious transformation didn’t happen overnight, though, and often, pre-Christian traditions and rituals were ‘tagged on’ to new religious ones.

Before anyone in Norway ever heard of Lucia, we marked the winter solstice, set to December 13th, on the Julian calendar. Winter solstice, the longest night of the year, was believed to be dangerous, and everyone should stay safely inside. The night was referred to as Lussinatta, named after a curious mythical creature, called Lussi.

Indeed, the Santa Lucia song goes:

Svart senker natten seg, i stall og stue. Solen har gÄtt sin vei, skyggene truer, which translates:

Black, the night will fall upon the stable as well as the house. The sun has vanished, and the shadows are lurking.

The mythical creaturelurked around the forests and farms and was known to always be on the look-out for naughty children. ‘Naughty’ housewives were also on the radar for Lussi; evidently, she was tasked with checking up on the progress of important household tasks.

Of extraordinary farm animals and baked goods

Lastly, and perhaps most curiously, during Lussinatta in some parts of Norway, according to Marit Anne Hauan of TromsĂž Museum.

Farm animals gathered on this particularly long night to discuss the events of the year to come – in intelligible human language. Any human who overheard these surreal conversations between, say, the cow and the chicken, would lose his mind. I’m not surprised!

I don’t have an explanation for the lovely saffron buns, or , that are eaten for Santa Lucia day beyond that they are yellow, from saffron or turmeric, like the sun we hardly see all winter.

Historical reasons aside, baked goods in winter are never wrong. After all, it’s koselig.

The post The Scandinavian Santa Lucia Celebrations Explained appeared first on 51łÔčÏÍű.

‘Is Norwegian an easy language to learn?’ is a question I’m often asked. I have no clear-cut answer.

There are differences in how challenging it is for people to learn additional languages, but this relates to a myriad of factors like motivation, aptitude, age and learning environment, and to linguistic biography rather than linguistic complexity.

Rather than asking ‘is it difficult?’, you might ask ‘how similar is the target language to a language I already know?’

German, as an example, is often referred to as a ‘complicated language’ to learn – but it was a lot easier for me, a native Norwegian speaker, to wrap my head around German than Arabic.

Read more: The Languages of Northern Europe

To a native Somali or Farsi speaker, however, things might look entirely different. As with most interesting questions, a straight ‘yes’ or ‘no’ answer is inadequate. Shall we settle for ‘it depends’, and take it from there?

As a Norwegian instructor in an adult classroom, I have taught Norwegian to learners with a myriad of first languages; among them many English native speakers. Here are some things you guys get for free, and a few you seem to struggle with.

Freebies in Norwegian for native English speakers

English and Norwegian are both Germanic languages, which means they are relatively similar. Not as similar as Norwegian and Danish, sure, but infinitely more similar than Norwegian and Vietnamese. That’s a good start.

Add to that, many native English speakers learning Norwegian find themselves in private sector classrooms, where English is often used as a support language in teaching. That means some of the parallels drawn may be easier for you guys to understand than for your non-native English classmate.

You’re on home turf when learning the Norwegian alphabet, comparatively speaking. Æ,Ø,Å can throw the best of us and some vowel sounds are particularly tricky. Still,

In terms of structure and grammar, Norwegian and English are both so-called SVO languages, meaning the ‘default’ syntax is subject – verb – object. Jeg liker kaffe / I like coffee.

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

We also share a similar verb system, and Norwegian is blissfully free from conjugating compared to English. When you keep track of I say but he says, we simply say sier; jeg, du, han, vi, dere (I, you, he, you plural) sier.

The influence of English on Norwegian

Lastly, Norwegian is littered with English import words. I often say as a joke that ‘if you don’t know the Norwegian word for whatever you want to say, you can always try to use the English equivalent and ‘Norwegify’ the pronunciation.’ Lunch – lunsj. A gamer – en gamer. To join – Ă„ joine.

In fact, the rate of anglicization currently seen in Norwegian has caused enough concern to be discussed on national televised news as well as in papers, academic magazines and on a popular weekly debate show.

Not only words, but also grammar structures and language domains are affected, indicates by Associate Professor Anne Mette Sunde of Norwegian University of Science and Technology.

Where English speakers struggle with learning Norwegian

Anglicization aside, learning Norwegian is still considered useful to integrate in Norwegian society.

There are several issues that almost everyone struggles with when learning Norwegian. Pronunciation, of course, and the use of reflexive possessive pronouns (sin, sitt, sine) are two examples.

However, other things seem to trip up native English learners in particular. Here are a few things to consider as a native English student of the Norwegian language.

Lack of vocabulary to discuss formal grammar

I hesitate to generalize, but comparatively speaking, native English speakers are more often learning Norwegian as their first adult additional language. The rest of us have already learned English as an additional language to some degree.

This often means you have not been forced to externalize grammar as an adult, and need to re-learn basic terms like verb, noun, adjective and subordinate clause. is a good place to start.

The Norwegian V2 rule

The V2 rule means that in a descriptive main clause, the finite verb in present simple or past simple must remain in place number two of the sentence syntax. Here are some examples. The finite verb (place number 2) is marked in bold, while place number 1 is marked in red:

Jeg bor i Norge / I live in Norway.

I fjor bodde jeg i Oman / Last year, I lived in Oman.

Da jeg flyttet til Norge, var jeg ensom / When I moved to Norway, I was lonely.

Note that ‘place number 1’ is not the same as ‘word number 1’. In the Norwegian sentences, the finite verb is in place number 2 regardless of what fills place number 1, which means the placement of the subject (marked in italics) is flexible.

This doesn’t happen in English, and it is a challenge to wrap your head around – but stick with it, it gets easier with practice!

False friends

Linguistic, words that are the same in two languages by sound of spelling (yippi!), but have different meanings (ooops
)

You’d think there weren’t too many of these, perhaps especially given the aforementioned anglicization but alas, there are. Here are a few of words whose spelling is identical, but pronunciation and meaning are different:

False friends such as these often lead learners to jump to conclusions, thinking Han er travel means he is travelling, while it actually means he is busy.

False friends, in linguistics as in life, means you need to examine the context more closely to understand what’s going on.

High frequency expressions where English has one and Norwegian has two or more options. 

I will write the text tomorrow. It will rain later this afternoon. Straightforward expressions, right? Not quite
 Norwegian, confusingly, has two expressions to cover the same meaning.

Read more: How to Learn Norwegian Fluently

Jeg skal skrive teksten i morgen – I will write the text tomorrow. Jeg skal is used to describe something that will happen some time in the future. The event is intentional or planned, or you can control the outcome. 

Det kommer til Ă„ regne i morgen – It will rain tomorrow. Det kommer til Ă„ is used to describe something that will happen sometime in the future. It is not intentional or planned, or you cannot control the outcome. 

Similarly, ‘I think' grammar can be complicated: ‘I think' translates jeg synes or jeg tror in Norwegian. You can go ahead and add I mean to the first, and I believe to the second.

Jeg synes brunost smaker godt – I think brown cheese tastes nice – expresses your personal opinion. There is no objective right or wrong. 

Jeg tror det kommer til Ă„ regne i morgen – I think it will rain tomorrow, on the other hand, is a belief. We use jeg tror about statements that can be verified/falsified, and about the future. 

The lack of -ing verbs in Norwegian

In English, you differentiate between something that happens now – I am writing a text which I hope you like – and something that happens regularly – I write texts every day because that’s my job – by using present continuous and present simple respectively.

This is not the case in Norwegian. We use the same verb tense, presens (present simple) to express both contexts.

Jeg skriver en tekst som jeg hĂ„per du liker (I am writing a text which I hope you like), and Jeg skriver tekster hver dag fordi det er jobben min (I write texts every day because that’s my job).

Learn Norwegian Now: Norwegian Class 101 / The Mystery of Nils

English native speakers often produce sentences like Jeg er snakker norsk hver dag (I am speak Norwegian every day) on their path to learning this difference; but I have yet to meet someone who didn’t work this out before graduating from elementary level classes.

Resources for learning Norwegian

There you are; some freebies, some challenges. If you’re still on the fence about learning Norwegian, there are some great free online resources available to help you along:

• How to Learn Norwegian: All 51łÔčÏÍű's articles on learning Norwegian
• NTNU (Norwegian University of Science and Technology) offers the online course and the pronunciation tool
• University of Oslo offers a at Future Learn 
• Kirsti McDonald, author of several Norwegian as an additional language grammar- and instruction books, offers online with open access 

The post 5 Things English Speakers Struggle With When Learning Norwegian appeared first on 51łÔčÏÍű.

Reading up on doing business with Norwegians, I find statements like ‘Norwegian communication style is very direct,’ ‘they believe in saying it exactly as it is’, and ‘Norwegians do not think it is disrespectful to point out what they regard as an error.’

We say it as it is, avoid beating around the bush – or ‘walk around the porridge’ (gĂ„ rundt grĂžten), as we say in Norwegian. Direct, concise communication (formidlingsevne) is valued.

Describing someone as a łÙĂ„°ì±đŽÚČâ°ùČőłÙ±đ (a fog lord, someone who has wrapped the message up in so many words that it’s difficult to decipher), is definitely not a compliment in Norway.

But are all forms of communication equally direct? I’m not so sure.

Decoding instructions

‘Norwegians are often presented as clear and direct communicators’, agrees Karin Ellis, CEO and founder of when I ring her up for input, ‘but this is not always the case.’

Karin has 30 years’ experience working in multicultural environments and her company ‘… strives to build bridges between cultures through increased culture awareness.’ Karin is the author of several books and offers talks and workshops to companies and individuals.

‘The lack of clarity is the biggest challenge for newcomers to Norwegian workplaces,’ she shares. ‘New employees will seldom be told what is expected of them, instead they will get minimal guidance, instructions, feedback and follow-up. In Norwegian workplaces, there is a tendency to simply assume that things are okay unless otherwise stated.’

‘Welcome; here is your computer and access card. Ask if you need anything’ – onboarding? I suggest, having experienced this myself.

‘Yes,’ Karin confirms. ‘But new employees don’t necessarily understand that a high level of individual responsibility is expected and that they must work independently and find methods for solving problems.’ This can be a challenge for Norwegians as well as immigrants.

‘Leaders often focus on what needs to be done,’ continues Karin, ‘rather than how. We value independence and don’t want to tell others what to do; but to someone who is used to detailed instructions at work, this can be a real challenge.’

Phrases like ‘kan du ta en kikk pĂ„ dette?’ or ‘kan du se pĂ„ dette?’ (could you have a look at this?) often cause confusion. ‘‘Could you have a look at this?’ should not be seen as a suggestion to just look at something’, Karin shares, ‘but rather as a task that has been delegated to you. You’re expected to work out how best to handle it. If in doubt, ask! By asking questions when in doubt, you will be perceived as a trustworthy colleague who is determined to do the best possible job,’ she concludes.

It is far better to ask how, than to ignore a nagging insecurity and do nothing.

If onboarding, simple instructions, and follow-up can be vague despite an ideal of clear and direct communication, how do we fare with evaluations?

Decoding feedback

Erin Meyer, professor at INSEAD Business School, works with intercultural management and is well known for her book

Here, she discusses how our cultural backgrounds affect communication and interaction in many areas. Her ideas on how evaluation and disagreement is seen in different cultural contexts are interesting:

How we deliver negative feedback can be direct or indirect, writes Meyer. A direct feedback is blunt. It is not softened by positives and often delivered with linguistic upgraders such as ‘totally unprofessional’ and ‘completely unacceptable.’

Direct evaluators are not afraid of delivering open and honest feedback to your face, in public.

An indirect negative feedback, on the other hand, is diplomatic, and often wrapped in positive statements, like a sandwich. Linguistic downgraders can be used to describe something as ‘somewhat unprofessional’ or ‘largely unacceptable.’ Indirect evaluators prefer to deliver negative messages in private. A publicly delivered negative evaluation would be seen as embarrassing for both sender and recipient.

 Something happens in the intersection of communication- and evaluation norms. Could it be that although Norwegian communication style is direct overall, a general discomfort with direct confrontation and our belief in egalitarianism and individual independence muddies the waters and make us less direct when delivering negatively charged evaluations? Have a look at this:

Direct communication

Imagine you have written a proposal for a presentation. This is a feedback statement.

‘Bra, men du mĂ„ inkludere mer data i andre del.’ (Good, but you must include more data in  part two.)

This is a direct, unambiguous sentence with little room for individual choice. The verb is bidding and there are no softening downgraders. 

As someone who regularly hands out feedback on language production, I strive to be unambiguous and clear. Pinpont positives. State the problem if there is one and suggest a solution/way forward.

At the same time, I’ll be honest and admit that it makes me a bit uncomfortable to directly tell another individual what she must do. Additionally, I believe there is learning in solving a problem rather than being told what to do.

As an alternative to a direct, unambiguous instruction, you may receive something like this:

Direct, but less confrontational communication

‘Alt I alt er dette en solid presentasjon. Jeg liker mĂ„ten du har lĂžst oppgaven pĂ„. Jeg har et forslag; du kunne kanskje inkludert en tabell med tilleggsdata i andre del?’ (All in all, this is a solid/good presentation. I really like the way you have solved the task. I have one suggestion; you could perhaps have included a table of additional data in the second part?)

Several things have been done to make this less confrontational:

• There is a more substantial positive introduction. The underlined sentence is the ambiguous one.
• The modal verb has been changed from an instructional must to a suggestive could, and it is used in a verb form that indicates politeness in Norwegian. 
• Linguistic downgraders or modifying words – kanskje, muligens (maybe, possibly) – are used.
• I have phrased a question rather than a statement.

Another ‘trick’ I could have used to soften a potentially negative message is inserting personal opinion, and then ask for the recipient’s opinion in return: ‘Jeg tror kanskje det kan vĂŠre greit Ă„ inkludere en tabell i andre del. Hva synes du? (I think perhaps it might be a good idea to include a table in the second part. What do you think?)

A direct but non-confrontational communication style opens the floor for some degree of ambiguity and individual choice. The sender is not telling the recipient what to do, she is suggesting; it is up to the recipient to interpret the suggestion.

This can be tricky; for everyone, but especially if the sender and the recipient are far apart in terms of linguistic and cultural frame of reference. Is she telling me what to do, or not? Does she mean ‘include the table of data?’ Can I choose to say ‘no’? 

Clearly, the power distance between you is relevant when trying to decipher meaning and options. Are you discussing the presentation with your co-worker, or receiving feedback from your responsible line leader, editor or proofreader?

Bluntly? Yes, I mean you should include the table of data. But the floor is open to discuss saying ‘no’. ‘Norwegian managers are usually open to listen to you,’ writes Karen Ellis in Working with Norwegians. ‘It does not always mean that you will get what you want. However, your honest input is appreciated.’

Disagreement – or ‘honest input’ – could be voiced directly or indirectly:

Phrasing and decoding disagreement

You could boldly state that ‘Jeg er ikke enig’ (I don’t agree), or ‘Jeg er helt uenig’ (I completely disagree), relating your disagreement to fact rather than person. These are certainly very clear and concise statements, but they don’t leave much room to talk. After all, what else is there to say? 

Alternatively, you could choose a more non-confrontational approach, saying for example ‘Hmmm
 jeg er bare delvis enig.’ (Hmmmm
. I somewhat agree/I agree to some extent), or ‘Jaaaa
kanskje du har rett.’ (Yeeees
.perhaps you’re right). Downgraders, remember?

for adult language learners – a great place to learn about language use and conventions – will tell you both approaches are acceptable, depending on the situation and desired outcome.

What to do?

I don’t think it’s fair to state that ‘this is what you can expect, and this is how to understand the message’. There are several factors at play in a workplace that are well beyond the scope of this text. We must, however, remember that a message travels between a sender and a recipient, who may or may not share a similar understanding of the message’s context, intention and meaning. There’s plenty of room for misunderstanding here.

‘Can we mitigate this?’ I wonder, and again I turn to intercultural trainer Karin Ellis for input. ‘That is why I do this work,’ Karin shares. 

Norwegians often want foreigners to adjust to our cultural context, she continues, and of course, they must – but employers must also reach out to meet them. Often, it doesn’t take all that much; we can come a long way with information and some tailored guidance.

In the meantime, your quick-fix to decoding instructions and evaluations could be:

• Listen for ‘wrapping’. Is there a suggestion for improvement wrapped in positives?
• Listen for the use of downgraders and suggestions. Is there something you could possibly have a look at or consider in there?
• Remember, communication is cultural and relational. If you’re not sure your understanding is correct, ask for a clarification.

The post Communication in a Norwegian Workplace appeared first on 51łÔčÏÍű.

I’m at the parent teacher conference. We’re seated around a table; my child’s two homeroom teachers on one side, my husband and I, with the teen between us, on the other.

‘Do you check his homework weekly?’

‘Do you keep track of the weekly planner for class?’

‘Have you looked through the test results we sent home? I don’t recall seeing a signed return from you.’

‘Have you looked at the links to various useful websites on the school home page?’

I feel partly silly, partly defensive, and partly annoyed. I haven’t done most of the things I’m asked, and that makes me feel silly. It also makes me feel annoyed, because there is a reason that I haven’t done them. This again leads to the feeling of defensiveness.

‘Actually, I haven’t checked on weekly schedules and homework progress
.’, I start. Silence.

‘My husband and I,’ I continue, looking at him, willing him to nod (he does), ‘ehmm, my husband and I feel it is important to give our children some time and space to figure things out on their own. Make mistakes and own them,’ I continue, dimly aware that I sound like a parenting blog.

More silence. Everyone is looking at me. Except the teen, who is rolling his eyes and staring at the ceiling; but then, that’s normal.

Read more: Parenting as a Foreigner in Norway

‘It is his first term in lower secondary school, and we wanted to give him space to figure out what is expected from him, work out a schedule and timekeeping skills on his own,’ I finish, adding ‘you know
. encourage independence and responsibility for one’s actions?’

No-one is nodding. I feel like a bad parent.

Parenting norms: changes across cultural context and time 

I did not become a parent in my home country. In fact, I left Norway in my 20s; well before I, and most of my friends, became parents. I had my three children in far-away lands, supported by multicultural, multilingual groups of expat women.

It was always obvious to me that different parents, from different cultural contexts, bring wildly different ideas about parenting to the table. What environments are safe and good for children? What expectations are reasonable? What values do we teach our kids, and what kind of people do we ultimately hope they become? How involved should parents be? These are norms and values that change, not just with cultural context but also with time.

Prior to repatriating 3 years ago, my sole personal experience with parenting in Norway was the parenting myself and my generation received, circa 1980s.

Our first six months living here brought an unexpected culture shock, realizing how incredibly dependent my own children were compared to most of their peers! Where mine had been driven everywhere (safety), their peers walked unsupervised to school and home, and used public transport to get around elsewhere.

Where mine had barely been home alone (safety), their peers had been for years. Where mine had addressed their tie-and-suit clad teacher ‘Mr. Smith’, their peers greeted jeans-and-sneakers-wearing ‘Morten’ every morning. Just.

Read more: From Keychains to Smartphones: Raising Independent Children in the Age of Technology

As I recovered from the initial shock, it seemed reasonable to read up on raising modern Vikings. Here’s what I learned:

Norway: From housewives to working parents

The 1950s brought a marked shift in the historical development of Norwegian child rearing ideas, says Harald Thuen and Hilchen Sommerschild in a 1997 on parenting in a historic perspective.

Where child rearing had previously been a rather authoritative affair, with corporal punishments and an ideal of obedient but perhaps largely unseen children, the 1950s brought an increased focus on the child’s emotional and individual needs. These needs were the responsibility of mothers.

Economic policies encouraged families – perhaps especially urban families – to live off the husband’s income, writes Thuen and Sommerchild (my translation). Economists, apparently, debated the point of women gaining an education at all, seeing as they largely proceeded to get married and stay at home raising kids and doing housework rather than join the formal work force.

Mothers, women were told, are the best caretakers for children. Only she could provide the child with appropriate emotional care and support. Dad was unsuitable as a primary caretaker, and modern daycare was, if not nonexistent, then certainly nowhere near as available and socially acceptable as what we see today. Women should be mothers and mothers should be home.

The focus was on creating safe and supported children, and the main responsibility for achieving this was placed on mum.

Not until well into the 1960s and through the 1970s, in line with the rise of the women’s rights movement and more available contraception, did these urban women start to leave the kitchen, the dust cloth and, to some extent, the children, behind to join the formal workforce.

‘In 1960, one of ten married women had paid work,’ share Thuen and Sommerschild, (my translation), ‘in 1970, four of ten, in 1980 close to six of ten and in 1990 almost 8 of ten.’

But if mum was at work, where were the children?

The rise of the working mother and the kindergarten child

The Norwegian women’s rights movement of the 70s demanded the right to free abortion, equal pay, equal working conditions, political influence – and the right to (institutionalized) childcare in the form of kindergardens (barnehager).

The is one of the defining characteristics of raising modern Vikings.

In the 1970s and 80s, sending the children to kindergarden was a growing trend, but according to, it wasn’t until around 2000 that things really changed and we saw the numbers of kids in daycare, supported by parents, public opinion and politicians alike, that we find today.

Today, over 90% of all children under the age of 6 attend kindergarden in Norway. Kindergardens provide kids with appropriate care from trained professionals, and parents with choices. They are an integral part of the welfare state and fees are subsidized to be affordable.

Alongside the development of women’s rights and kindergardens was the development of family structure. We’ve come a long way from the ideal of the stay-at-home mum and working dad.

Families today come in a myriad of different forms and shapes, and thankfully, both men and women are largely recognized as appropriate primary caretakers.

The power balance, if we can call it that, within the family has also shifted. Not only are the parents more equal in terms of decision-making power, roles and responsibilities, but the family structure has also moved from a hierarchical to a flatter structure between parents and children.

Child-rearing ideas: can we agree on a set of common values?

It is not for me to make grand statements about ‘Norwegian values’ – cultural differences within a Norwegian context are many. I can, however, offer a few generalizations.

Freedom and responsibility

What I remember from childhood is lots of freedom, unstructured and unsupervised play, and some firm boundaries in the form of restricted areas and safety rules.

‘You may not go further away than the school building, you must tell me who you’re playing with and be home by 6pm,’ I was instructed. ‘Have fun!’

Similarly, ‘
when I was about to start primary school, my mother said something like this to me’, shares Karin Ellis in her book Working with Norwegians. ‘Now you will be going to school, and I am going to practice Frihet under ansvar on you. This means that you will be given homework at school, and I will trust you to always do your homework without me instructing you to do it or checking on you. I will expect you to actively take responsibility for your homework. (
) This is called Frihet under ansvar. (With freedom comes responsibility).’

Frihet under ansvar is perhaps not all that dissimilar to so-called free-range parenting:

‘Children should be given more freedom, which builds confidence and independence’, claims New York based free-range parenting advocate, adding that ‘we must trust them to make their own decisions.’

The ‘hand off’ parenting of the 80s have, in retrospect, been criticized as a little too hands off by some and in fairness, it wasn’t all fun and games.

One of my earliest childhood memories is sending my baby brother down a steep hill in his stroller (freedom minus responsibility), and I am permanently scarred from accidentally watching Poltergeist at age 5, when my friend’s 7-year old brother had been tasked with watching us.

Our neighbor didn’t speak to my mother for a long time after I’d transformed their daughter’s hair from goldilocks to ill-fitting crew cut at age 6.

Haircuts aside, I think many will agree that the ideals of individualism and freedom are still strong among Norwegian parents today. We teach our children to make their own choices, to pursue individual dreams and happiness and perhaps to value individual freedom over collective duty.

Children are also often asked to voice their opinion from a very early age, and their thoughts are listened to. Both sociologist and TV personality Harald Eia, of Norwegian Broadcasting Corporation series ’ (This is Norway) and points to independence as the most important ‘Norwegian value’ children are taught.

Empathy and norm internalization

The 1990s, according to Thuen and Sommerschild, brought a focus on empathy to child rearing norms. , one of Norway’s leading child psychologists, argued that parents should focus more on helping their children learn how to control themselves through internalizing norms and values.

Parents, he said, need to talk to their children and explain what, how and why, rather than simply state this that and the other.

Tidsklemma

As we move into the 2000s, more parenting trends seem to materialize alongside concepts like ‘organisert hverdag’ (organized everydaylife) and ‘tidsklemma’ (the time squeeze).

Parenting is busy for many; with fulltime jobs, kindergarden, housework and dinner as well as a host of organized activities for adults and children. Activities play a major role in the lives of many children, and if there is one thing that unites football-, handball-, gymnastics-, hockey- and athletics clubs across the land, it is that they rely entirely on the goodwill, time, and effort of parent volunteers.

Parents are coaches, board members, social media producers, cake bakers, cleaners, and salespeople at weekend tournaments and weekday training sessions. Parental volunteer efforts contribute to keeping costs down, ensuring participation is possible for more children. This is not everyday life for everyone, but it is part of everyday life for many enough people to deserve a word; tidsklemma.

The turn of the century also brought the internet, and an ever-increasing stream of available content, education, and information. Baby massage, baby books, toddler activities.

Which car seat, bike helmet and stroller win best in test this year, and which music school offers the best piano teacher? Pro or con phones and social media? If pro, at what age, and with what support? Ipads, gaming, Google drive – yes or no? What is best practice?

The information stream is endless, as is the stream of good advice in the form of books, articles, and podcasts, available everywhere.

Helicopters, curling, sherpas and the rest of it

In this context, Norwegian parenting norms seem to have been influenced by terms like helicopter parents, curling parents/lawnmower parents, snow plough parents /bulldozer parents and Sherpa parents.

It is challenging to keep these terms apart: they all seem to offer a high level of parental involvement and parents ‘helping’ the children by removing obstacles, paving the way, and securing the road ahead.

Some critics are concerned with parents who cook, clean, do laundry and drive children; not only young children, but also children who many would agree are old enough to at least contribute to upkeep of the household themselves.

Others seem more concerned with parents who organize everything from ‘play dates’ to ‘enrichment classes’ and are ambitious on behalf of the kids.

The role of temperaments

At the same time, it has been stated that ‘parenting trends’ are unhelpful, since all children are individuals with individual temperaments to consider.

, professor of pedagogics, has urged parents to recognize their children’s innate temperaments and adjust their parenting style accordingly in his book Rakkerunger og englebarn – oppdragelse uten fasit (Rascals and angels – parenting without an answer-key, my translation). Parents, he says, must consider their children’s individual differences and navigate the constant flow of information and advice with that in mind.

Back to the future?

Perhaps parents have taken on a little too much in terms of being project leaders for their own children? Perhaps we should consider a step back to ‘the good old days’?

Psychologist and Norwegian parenting guru,, states that although children nowadays largely have better lives than ever before, there is one problem: they are never alone. ‘Relax! Set them free!’, she urges parents. Children need freedom, secrets, and independence to become responsible adults who can look after themselves. In short: stop hovering.

All this is, of course, in the eye of the beholder. Some will experience Norwegian parents as highly involved in their children’s lives, perhaps longing for a past with fewer demands. NRK reporter Live Nelvik has made a portraying this very idea.

Others, perhaps coming from a different cultural background, see Norwegian parenting as hands off, citing children who are home alone, walk to school independently and catch public transportation to town at an early age.

Indeed, popular TV series Skam, picturing the lives of a group of Oslo-based high school kids (not a parent in sight), needed to tweak the script to include parents in the American version,

There is no one correct way to raise a child, and what are ‘good values’ for me may sound ludicrous to you. I do believe it’s true what they say, though: it takes a village. If your village is elsewhere and you need someone to talk to here, feel free to reach out.

Meanwhile, I’ll let the teen continue to work on his game plan for school; freely, independently and (hopefully!) responsibly.

Author’s note: This text is based on light research of non-academic sources, and does not reflect the full extent of variety in child rearing norms. For those who are interested in a more academic, less generalized approach, , or can be good places to start.

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