measuring language acquisition: the globalenglish experience

Julian WraggAccount Director EMEA

Measuring Language Acquisition: The GlobalEnglish Experience

IALCO 8 June 2006

©2005 GlobalEnglish Corporation

Agenda


• ICAO Language Proficiency Requirement (March 2008)• How can the Airline industry address this requirement?• GlobalEnglish, an introduction• Measuring language acquisition & ROI examples• Case Study: Emirates Bank• Question & Answers

ICAO's Language Proficiency Requirement

• Deadline 5 March 2008• ICAO Standards: Amendment 164 to Annex 1 • Flight Crew & Air Traffic Controllers• “…pilots on international flights shall demonstrate language proficiency in either

English or the language used by the station on the ground.”• “Controllers working on stations serving designated airports and routes used by

international air services shall demonstrate language proficiency in English as well as in any other languages used by the station on the ground.

• How? Learning English by classroom, CD-ROM, Telephone classes, or “immersion” classes in the UK?– Lack of consistent quality– Difficult to measure user improvement– Not personalised to each individuals needs– Expensive– Very difficult to measure business value/ROI

ICAO Language Proficiency: finding the right solution

• Content Relevant & Applicable to Airline industry• Consistent Solution• Proven Methodology• Highest Pedagogical Standards• Personalised to each individuals needs• Scalable• Flexible• Measurable

GlobalEnglish, an introduction

• The worldwide leader in Web-based Business English Communication Learningand support for all the “Business English” language learning needs of non-native speakers in global corporations

• $45m+ investment in a web-based platform to deliver consistently high-quality instruction via interactive technology ideally suited for language learning

• A single, global means to measure each employees competency in English & provide a means for improving Speaking & Listening - Reading & Writing skills in a Business English context

• 800+ hours of learning content, personalised for each user, with access to “live”teachers in real-time, 24x7x365

• Offices worldwide and users from 100+ countries supported by GlobalEnglish Account Managers globally

• The preferred choice of over 400+ of the world’s leading global corporations

Academic Credentials

• The GlobalEnglish Academic Advisory Board (AAB) includes the world’s foremost ESL (English as a Second Language) experts who impose rigorous standards on development:

– Chairman – Dr. David Nunan, former president of International TESOL, Chairman of Applied Linguistics, Hong Kong University; published over 100 books and articles on curriculum development (Cambridge University Press, Heinle & Heinle)

– Mary Ann Christison, Ph.D., former president of International TESOL, author of over 50 books and articles on teaching ESL

– Mary Lou McClosky, Ph.D., former president of International TESOL, co-author of Making Connections and Voices in Literature (best-selling middle- and high-school ESL series)

– Dr. Katherine Bailey, Monterey Language Institute, foremost expert on ESL assessment

• GlobalEnglish was voted the Number One web-based provider of English language skills in an independent survey of 74 companies by the University of Leipzig, on behalf of “Management & Training” Magazine (Germany, February 2003)

1960 1970 1980 1990 2000 2010 20201950

Regional OfficesGeographic &Autonomous

English – CustomerChain &

Supply Chain

Defining Period:● Global Strategies● Centralised Management● Email Communication of Choice● Conference Calls - Common

Local LanguagesDominate Regional

Offices

English ImportanceGrowing

English ProficiencyImperative

Globally IntegratedManagement.

More CommunicationInter-regional

The Growing Demand for English skills

2005 -2007 INFLECTION POINT

% who say English is "critical" for their jobs

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Q3'

03

Q4'

03

Q1'

04

Q2'

04

Q3'

04

% who use English daily in their jobs

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Q3'

03

Q4'

04

Q1'

04

Q2'

04

Q3'

04

So what do GlobalEnglish provide?

• One Solution.One consistent, scalable & measurable web-based programme for delivering Business English communication skills to all your employees worldwide.

• Global Consulting & Deployment Support: – Asia, Europe & Americas– Local implementations using local GlobalEnglish Support Managers

• Proven Business Value and ROI metrics– Increased Productivity– Reduced Costs– Increased Customer Service metrics


A comprehensive and consultativeservice that blends:

The Corporate Learning Service


OutstandingOnline Service

The highest qualityeducational experience

delivered viaadvanced Internet

technology

Global ConsultingSupport

A “best practices”approach to

global deployment

+

Business Skills Courses which prepare users for Work Situations

Learners choose from common business situations

Improve English Pronunciation Skills

Talk with the Teacher: LIVE – 24x7

Measuring Learning


• The Kirkpatrick Model (Donald Kirkpatrick, 1975) 1. Reaction2. Learning3. Transfer/Behaviour4. Results

• The Phillips ROI Methodology (© ROI Institute, Inc.)– 10 step process:– Evaluation Planning– Data Collection– Data Analysis – Calculate ROI)– Reporting

Customer Solution Examples

Kirkpatrick level? GlobalEnglish Impact

Level 3/4:

Evaluation - Results • Improved Customer Service• Productivity Gains

Hilton International: hotels in 70+ countries

“Our frontline employees interact daily with our global customers in English”

“Managers in our organisation are expected to manage an international brand and comply with Hiltons high standards for operation; this requires confidence when writing speaking and listening to English.”

Managers reported improved service in key areas:

Dealing with Customers, Talking on the telephone, Participating in meetings, Interacting with management, Reading & writing emails, Conducting negotiations.


Customer Solution Examples

Kirkpatrick level? GlobalEnglish Impact

Level 3:

Evaluation – Transfer of skills

ConsistentEffectiveMeasurable

General Electric expands employee population in China from 1,000 to 20,000in three years

Needs to ensure English proficiencyprior to Six-Sigma implementation in greater China as new developmentcontinues at a rapid pace across alldivisions (GE Capital, Aircraft, Plastics,Lighting and Medical Systems)

Uses GlobalEnglish to rapidlybuild this critical competency withoutremoving employees from their desksand offices.



The Preferred Choiceof global corporations

“After using the GlobalEnglish Corporate Learning Service, our employees had more self-

confidence with using English. Managers have commented that their

employees, who were previously afraid of making mistakes and would therefore not

participate in meetings, now communicate more

thoroughly and proactively.”

— Marie-Josee ImbertHead of Training, Reuters France

Heyam FarringtonBusiness Communication UnitGTC/ EBI, Dubai

GlobalEnglish & Blended Learningat Emirates Bank

IALCO 8 June 2006


Objectives

• To Improve GTC course design and teaching methods in learning Business English;

• To share the novelty of blended learning and identify ways to better support for EBI trainees going forward;

• To offer some insights on the suitability and efficacy of E-learning for UAE nationals at EBI.

GTC Pilot Programme

• Aim: To pass one course of business English proficiency over a period of one month.

• Users: 8 fresh UAE trainees were selected from Tellers, CSEs and management trainees’ batches.

• Pilot course: 4 weeks of on-line Business English course

training1 hour per day of online individual work (5 hours

per week)2 hours per week of blended lessons at GTCTotal of = 28 hours of blended learning

Key Survey Findings

1. The need for improved English skills at Emirates Bank is real,

due to insufficient English skills and English being required

on the job.

2. Users are satisfied with the GlobalEnglish service and the

flexibility that it offers. All respondents stated that they

would also recommend the service to their colleagues.

3. The learning is relevant and applicable to the job.

How important is English for your current job?

100%

0%

0%

requiredimportant, not requiredHelpful, but not important

The need for improved English skills at Emirates Bank is real.

How important is English to get a promotion?

87%

0%

13%

Required

Important, but notrequiredHelpful, but notimportant

75%

25%

0%

Less than 6 months6 months to a year1 year upto 2 years

Urgency of Need

100% of pilot learners said that they need to improve their English skills within the next 12 months.

Q6. How soon do you need to improve your English skills? (n=8)

Users are better able to communicate in English across a range of business situations.

• Users perceive improvement in:– Ability to understand and produce documents, including email– Ability to converse in English, one-to-one and in groups– Ability to deliver presentations

• Branch managers have seen improvement in the effective use of business English– Customer Service communication has improved – Managers have recognised a speeding up of the tellers/retail banking service

GlobalEnglish & Blended Learning at EBI 2006

• The programme officially started in Jan 2006.• It is mandatory for all the new UAE staff to enroll in the

blended learning programme as part of their OJT (on Job Training) programme for minimum of 6 months.

• All users should aim up to the advanced level (course 9-10)• Currently, we have 100 UAE users from all the emirates

(Dubai, Abu Dhabi, Sharjah and Al Ain)• First Pilot programme for UAE Nationals at Emirates Islamic

Bank.

How does it work for Emirates Bank Staff?

• All new trainees sit for the GlobalEnglish Placement Test.• Groups are divided according to their levels, (Elementary /

B1, Intermediate / B2 and Advanced / C1) • All users work on the system an average of 20 hours of

online • 2 hours a week of blended lessons • Each group is assigned to a certain day in the week to text

chat on different topics with their instructor.• Currently there are 4 elementary classes, 4 intermediates

and 1 Advanced class per week.

Do’s in blended learning

• Do consider technology issues, handling the people, process, and content issues of the programme.

• Do stay closely involved with students to keep energy levels high and isolation at bay;

• Do plan what you want the GlobalEnglish service to achieve for your organisation

• Do identify which features in the service will benefit your trainees (e.g.magazine for reading, Community for speaking).

• Do think about the learners requirements and limitations (is it possible for all UAE females to access the internet?).

• Do experiment and test thoroughly (pilot for a month with committed trainees)

• Do get students' feedback on the content and their online learning experience.

• Do coach students (especially those at the lower level)

Don'ts in blended learning

• Don't flood the learner with a mass of online tasks without clear guidance as to how they are to be used.

• Don't assume you’ll have a great success without being patient.

• Don't give up on students who couldn’t complete their assignments in due time.

• Don’t surprise teachers with the e-learning roles. • Don’t consider an upgrade of network or outsourcing as

technology options

Thank You!

Heyam Farrington [email protected]

Julian Wragg [email protected]

White Papers:‘The GlobalEnglish Pedagogical Approach’ – Dr David Nunan‘The Globalisation of English: Trends in Business

Communication & the Implications for Global Companies’

Free 30 days access to GlobalEnglish – contact Julian Wragg

See www.GlobalEnglish.com

mailto:[email protected]

mailto:[email protected]

http://www.globalenglish.com/

measuring language acquisition: the globalenglish experience

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