the workforce cohesion toolkit

Workforce Cohesion Toolkits provide employers and providers of multicultural, migrant and multi-language workers with good practice and guidance to achieve an

inclusive workplace.

Effective Communication with a Multi-Language Workforce

ThE WorkforCE CohEsion TooLkiT

Co

nTE

nTs

This WorkforCE

CohEsion TooLkiT

has bEEn prEparEd by

ThE foLLoWing parTiEs...

introduction

Establishing effective internal Language and Communication policies

features of Effective Workplace Communication

Language Levels and developing skills

Checking for understanding

summary

appendices

page 1

page 16

page 3

page 28

page 33

page 40

page 39

W: www.co-operative.coop

Contributions to this publication have been gratefully received from institute of Community Cohesion (iCoCo), dunbia,

greencore Cakes (hull), hitchen foods, Tulip, speedibake and Vion food group Ltd.

W: www.workforcecohesion.org

Authors David Camp FCipD;

Stephen Mather

W: www.poultec.co.uk

Authors Rachel Öner Ba (Hons), MFiL, QTLS;

Ozan Erdinc Ba (Hons), MFiL; pam Dowling AFiL.

W: www.labourproviders.org.uk

1 2


1. IntroductIon

Purpose of this toolkit

The purpose of this toolkit is to provide practical help and guidance to managers in the food industry on how to better communicate with a workforce where more than a single language is spoken (referred to throughout this toolkit as a multi-language workforce).

the business need

There is a clear business case for promoting effective communication within the workplace. Effective communication leads to better performance, higher productivity and more staff buy-in. Engaging with staff and supporting their basic skills mean they feel valued and recognised and therefore generally do more to support the business.

When assigning work tasks, establishing standards, providing health and safety information and in promoting the company’s internal values and culture, the business need for effective communication is obvious as are the consequences when it fails.

issues caused through problems in communication can lead to major incidents such as:

• Serious and even fatal accidents.

• Product quality and safety issues.

• Legal cases being brought against employers for discrimination.

• Tensions and conflicts in the workforce

The potential gains of getting it right in terms of business margin and individual performance improvement are also highly significant so improved communications should be seen as an opportunity as well as a challenge.

The challenge of effectively communicating across the entire workforce in every situation, in an environment where there may be limited English language skills and where a number of different languages are spoken is also obvious, but clearly does not reduce the critical need for it.

How to use this toolkit

This toolkit is intended to be an accessible source of practical information and help and is not intended to be a definitive guide to all aspects of communication in the workplace. neither does it propose a “one size fits all” solution to the challenges of a multi-language workforce, but rather seeks to pull together knowledge, experience and examples of good practice from a wide variety of sources working in the industry, including producers, retailers, language experts and governmental bodies.

The toolkit covers many of the main issues that arise in communicating with a multi-language workforce and looks closely at the difficulties experienced by non-English speakers compared to the expectations held by their native speaking employer. internal Communication and Language policies, as the means by which a company sets out to ensure fairness and non-discrimination and promote inclusivity at all times, are also discussed (section 2). in addition to providing practical hints and tips on the key features of effective communication, it gives help and advice on how cultural differences affect communication, and how to make communications more accessible to a migrant workforce (section 3).

This toolkit also aims to provide an insight, through the use of short case studies, into the ways companies have successfully integrated the language needs of their workforce, giving practical examples of how communication issues have been addressed and how building a culture of inclusiveness has been effective. The toolkit will give hints and tips on the day-to-day support that can be given to people with English language needs. Looking at direct language issues in particular, topics will cover understanding language levels (section 4) and capabilities, translation and interpretation and how to check for understanding (section 5).

Why is it a challenge?

A complex picture

Company• Mission• Values• Business Objectives

Expectations• Behaviours• Standards

Operational• Tasks• Peak Demands etc

industry Standards• H&S• Hygiene• Product quality and safety issues

Social

types of and reasons for communication

43

Why have a communication Policy?

Establishing and implementing written formal Communication and Language policies promotes effective workforce communication, establishes good practice and limits the likelihood of breaching the Equality act (see appendix 1 for details of the Equality and human rights Commission web address where you can download codes of practice). it should also drive the processes and behaviours required in order to live up to the stated policy.

a Communication and Language policy should provide for communications between management and the workforce and between the different production areas of the workforce.

What is a communication Policy?

an overarching Communication policy is to be recommended regardless of whether the organisation has a multi-language workforce and ensures a strategic approach to the what, when and how of two-way communications within the workplace. of course, such an overarching policy would take into account the language dynamics of the workforce and so would include a Language policy and would reference strategic decisions that affect this such as recruitment policies and procedures.

a Communication policy would also need to consider the current situation as well as state intended goals. for example, current job requirements may stipulate that a minimum level of English is required upon recruitment but there may be a number of people in the business that do not currently speak English at that level but have been valued employees for many years. The policy, processes and procedures need to take this reality into account.

The style of communication should also be considered– what skills and support are required by those doing or responsible for the communication? in a multi-language environment the previous points would be considered in relation to, and appropriate for, the level of English spoken by those communicating.

an excellent resource, when putting together an overarching Communications policy is the Cipd (The Chartered institute of personnel and development) practical Tool “Taking Employee Communication seriously”, available through the Cipd website (see appendix 1 for web address).

Essentials – Example communication and Language Policy content

1. scope and strategy

2. objectives

3. policy participants/signatories

4. Language policy a. business language and spoken Language policy b. Establishing the level of English required for each job at the site c. recruitment advertising position e. Language and literacy testing policy and procedure i. recruitment ii. Existing employees e. Translation policy f. supporting workers whose first language is not English g. Language teams policy

5. Communication channels

6. Communication, Language and Literacy Training policy

a. Managers’ communication competency standards

b. EsoL (English for speakers of other languages) training policy

c. Literacy training policy

d. assessment of understanding methods

7. policy review framework and timetable

Channel purpose / objective

assessment of Understanding

frequency Measuring Effectiveness

intranet

Email

Meetings

Training

notice boards/posted information

briefs / VerbalCommunication

Written information

staff surveys

feedback systems


2. EstAbLIsHIng EffEctIvE IntErnAL LAnguAgE And communIcAtIon PoLIcIEs

5

Why have a Language Policy?

historically many businesses haven’t established a Language policy which has meant an unplanned situation where managers have to react to large numbers of workers with a variety of levels of English and deal with issues as best they can on an ad-hoc basis rather than plan, manage and put into practice a thought-through strategy.

a Language policy forms part of your overarching Communication policy and enables plans to be made and processes to be put into place and rolled out to managers to ensure that business objectives, basic policies and procedures, required behaviours, standards and job tasks are understood by all workers, in order to maintain productivity, good industrial relations and high standards of health and safety. Therefore, having a Language policy that works for you is vital.

Language Policy Questions

a key consideration in developing your Language policy is whether you currently have, or propose to have an English only policy for all communications in the workplace?

if yes, this would mean that management instructions, health and safety literature, contracts, recruitment processes etc. will be delivered in English. The implications of this policy are that a minimum level of English would have to be determined for employees. This would be tested at recruitment and existing staff would be given support to meet this level.

section a) on page 7 explores the question of whether there should be a minimum standard of English in greater detail.

if no, the implications will be that management instructions etc., as above, would have to be translated into as many different languages as are present in the workforce and the implications of this policy are that there is no minimum English language requirement for new or existing employees.

section b) on page 10 examines whether all or some written and verbal communication should be translated.

These questions should be considered in line with the following factors:

Language Policy considerations

Employment, recruitment and non-discrimination law

skills availability

health and safety requirements

Job requirements

Workforce cohesion

6

87

required Level of English – good Practice

• If you choose a minimum level of English requirement the site must establish that the English ability required from applicants, employees and agency workers is appropriate to the job being undertaken. The English language ability should be at a level necessary for the satisfactory and safe performance of the job and be able to be objectively justified for each individual job role.

• The person specifications of all job roles in the company should include this appropriate English language ability level.

• Candidates for employment (including native English speakers) should be tested during the recruitment process using an English language assessment test; there are commercially available Literacy and EsoL assessments and these should be used by suitably qualified people as the results are usually linked to the national Core Curriculum levels.

• Where in-house English Literacy and Language selection tests are used, these should be well designed, reliable, properly administered and professionally validated. you may want to consult your local college or training provider to check that your test is fit for purpose.

• It could be direct discrimination to target recruitment adverts to non-English speakers or indirect discrimination by disadvantaging people of particular non-Uk nationalities or national origins if you were to ask all applicants to complete an application form in English or take a test which requires a higher standard of written English than the job itself requires.

English only – Legal matters

• To require all conversations to be in English allows most British workers to communicate in their first language but prevents workers of other nationalities or national origins from doing so. such a rule is likely to be indirect discrimination unless you can show that it has a legitimate aim and is a proportionate way of meeting that aim.

• When the conversation is directly related to their work or to complying with health and safety standards, then it is likely to be proportionate for you to regulate the languages used but only so far as is necessary to ensure that everyone concerned understands what they and others must, or must not do.

• When conversations take place during break time and are unrelated to work duties, an English-only rule is likely to be difficult to justify.

• Where casual conversations take place during work time between operatives on a production line, you would need to consider whether there is any need to regulate the languages used. What would your aim be in imposing a potentially discriminatory English-only rule and would such a rule be a proportionate way of meeting that aim? for example, if Latvian workers while working on a production line chat to each other in Latvian instead of English, do workers of other nationalities feel excluded? if so, is there evidence that this affects their work performance? if not then you may not be able to justify an English-only rule.

a) recruiting for a required minimum level of English

The decision about whether or not to require a minimum level of English for all workers (including agency staff) for each role in your business should form part of your Language policy. This will be informed by wider business and strategic considerations such as the availability of skilled labour with a minimum level of English, approach to sourcing labour and management style.

The following box below identifies important legal considerations. if you choose a minimum required level of English you will also need to decide what that level should be. The box identifies important good practice to consider in order to avoid potentially directly or indirectly discriminating.

you may also need to consider if there are to be exceptions included in this policy, for instance in the case of certain specialised roles where skills availability are low and how these exceptions will be managed in relation to the individuals needs and that of the business.

The creation of whole teams or areas who speak a single language either as part of a policy or through common practice might appear as a way to deal with a multi-language workplace but would leave the business open to legal challenge on the basis that such a practice would effectively amount to segregation of the workforce.

109

communication channels

part of your overarching Communication policy would include the methods used to communicate and would take into consideration your Language policy.

Methods may be broken down into:

a. structured Training

b. Verbal Communication

C. Written Communication

d. posted Communication

for each of these areas it is worth asking some questions about the methods you are using now or are intending to use in order to implement your policy within the multi-language environment you have, making sure that your chosen methods are effective and compliant.

A. structured training

This includes induction, classroom based training, web-based and on the job task based training.

b. verbal communication

This includes induction, classroom based training, web-based and on the job task based training.

verbal communication - think about it...

training – think about it

• Can the training be sufficiently understood by all of those on the course?

• Are the language skills of the attendees sufficient to ensure learning takes place?

• Is the training developed and delivered in a way that is appropriate and understandable to those on the course?

• How do you measure the effectiveness of the training including those with limited English language skills?

• Is the verbal communication understood by those to whom it is being communicated?

• For purposes of day-to-day management, line managers should be aware that it could be indirect discrimination to provide information or instructions in a language which excludes people of particular nationalities or national origins. it may be appropriate, for example, for a polish line leader managing predominantly polish workers to give instructions in polish as well as in English, but they must still ensure that other workers who have a different main language are equally able to receive relevant instructions.

case studies

The importance of channels of communication is recognised by many of the companies interviewed. Tulip has regular ‘Joint Committee meetings’. The purpose of these is to give employees a vehicle to contribute to discussions or make suggestions for improvements. There are representatives of different language groups attending these committee meetings.

dunbia has TV screens in all of their main sites that display on a loop multi-language communications that covers information from their Employee forums, company staff discounts and announcements reminding people of their “speak out” helpline which is run by an independent company. Employees can speak to someone in a confidential manner in their own language, any queries are then sent to dunbia head office to reply to and feedback is translated if necessary.

greencore Cakes (hull) hold staff forums where workers from all nationality groups are represented and invited to share any concerns they may have. This, together with an ‘open door’ policy, means that workers all feel included and have the confidence to contribute.

1211

c. Written communication

This includes contracts of employment, terms and conditions, staff handbooks, newsletters, company emails and letters.

d. Posted Information

This includes safety notices, notice boards, performance boards etc.

Written communication - think about it...

• There could be challenges to whether contract terms are legally binding by employees of certain nationalities or national origins if they are not able to understand the terms and conditions stated in their standard contract of employment.

• You may need to use more than one method to explain basic policies and procedures or the contents of employment contracts. for example you could provide a written translation of a whole document or main points into relevant languages, develop a simplified version with pictorial images to explain mutual obligations or use a ‘buddy’ system pairing the new employee or agency worker with an experienced worker who speaks the same language and can be relied upon to translate the information accurately.

• Disciplinary, grievance and complaints procedures should be fair and in a form and language accessible to all employees. you should take steps to ensure that employees with limited ability to read English understand fully what constitutes a disciplinary offence and the sanctions that can be imposed.

Posted Information - think about it...

There should be a process to ensure that the level of English used on all posted information is not higher than the level of English ability required of workers (see sections 4 and 5 for more information).

How will you know?

part of the Communication and Language policy should include how you and other managers will know how effective your communication is, including when giving work instructions and when communicating company policies and standards. some suggestions about how to do this can be found in section 5.

case study

greencore Cakes (hull) encourages the use of English throughout the company. This starts at recruitment when workers sit an English assessment. The results of these assessments have proven to be very effective and give a score for role suitability; those with higher levels can then be considered for higher roles. This, in turn, is a good motivation to learn English for anyone wanting to progress in the company. for workers who are not as advanced in English, EsoL classes are held twice a week on site and workers, permanent or agency, can join these classes from day one. all classes are funded by greencore and are scheduled on different work patterns.

having a minimum standard of English has been effective for the company. signage and written documentation is all in English, saving costs on translations. inductions and training sessions are held in English and only if there is a real need to translate, is an interpreter is provided. The company regularly asks workers to repeat back what they have been instructed. one way this is achieved is through regular audits on the shop floor by personnel working within the offices which includes conversations with workers regarding the role they are carrying out, health and safety, and risks. also, workers that are transferred to another role within the business, have to be able to fully demonstrate physically and verbally that they understand their new tasks before they can be signed off to do the job.

13 14

Internal communication Procedures

Establishing and identifying internal communication procedures requires looking at how you presently communicate with your workforce. The table below can be used as a guide for things you need to consider in formulating the internal communication procedures that are right for your business.

channel Purpose Intended result frequency

intranet

home page Company profile and key business metrics

To keep employees up to date on business progress.

daily

department page Current orders and output targets

To keep department staff up to date

daily

shop floor screens output kpis and performance data

Tracking of output and motivation of teams.

daily

Email

information bulletins.director’s messages.Company information.

passing information one way.

aid to engagement - employees understand progress and issues.

Weekly and as necessary.

department summary reports

passing information one way.

Employees understand what the rest of the organisation is doing.

Monthly

channel Purpose Intended result frequency

Meetings

informal lunches with senior managers

Two way communication with line managers and supervisors.

discussion on big issues and upward feedback on shop floor issues.

Twice a month

director’s briefings and presentations

Two way communication with all employees

presentation of strategic issues

Three times a year.

Line Managers and supervisors meetings

operational briefings Managers understand what others are doing.

Every other week.

supervisor’s team meetings

operational briefings, work instructions.

Employee knowledge of output targets and order status

daily

Common interest group meetings

Cross cultural communication and the development of an inclusive workforce.

greater knowledge of co-workers

Monthly as required.

Training

health and safety Training, refreshers and updates

safe working practices. Understanding to be tested by ‘teach back’ techniques.

Continued safe working at all levels.

in accordance with the Company’s health and safety policy.

food hygiene safe working practices. Understanding to be tested by ‘teach back’ techniques.

Continued production of safe products

in accordance with the Company’s food hygiene policies.

noticeboards

notification of common interest group meetings

Cross cultural communication and the development of an inclusive workforce.

greater knowledge of co-workers

Monthly/updated as required.

news, output charts, rosters, work planning etc.

simple straightforward notices conveying information.

better informed and engaged employees.

Weekly

surveys

Employee survey(permanent, temporary and agency employees)

To gain a measure of employee satisfaction and determine issues for continuous improvement.

formal record of the employee voice.

once a year.

1615

Implementation Processes

The following box identifies factors to consider in developing and implementing written Communications and Language policies:

Implementation tips

How will workers and worker representatives be involved in developing and implementing the Policy?you could have a focus group to discuss content, making sure all relevant groups are represented.

Will it be a jointly agreed process with worker representatives and trade unions where present?The focus group could report back as a regular agenda item.

What are worker Learning / safety representatives’ roles in ensuring that workers with limited English skills are effectively communicated with?you should make sure that those representatives have the skills and understanding to carry out this role.

What training will be provided to line managers to communicate in accordance with the policy?provide training for managers and supervisors in Cultural awareness as well as Language awareness.

How will it be ascertained that workers find the information comprehensible and understand the message being communicated?Consult a language specialist for advice if needed.

What feedback loops for workers will be provided to enable the upward flow of information?involve learning representatives in all stages of the process.

How will the effectiveness of individual manager’s communication skills be measured?This could be part of your annual performance and appraisal system.

How and when will the policy be reviewed?schedule regular review dates. your communication and Language policy may need to be adapted considerably while it is being implemented for the first time.

There are some clear features of effective communication to use whoever your audience is whether you are communicating with an English speaker or a non-English speaker.

Is the information clear?

all the information provided, written or verbal, should be neutral, free from bias and uncomplicated. you should:

• Re-word documents so that they include words used more frequently rather than their formal equivalents such as use of ‘buy’ instead of ‘purchase’.

• Arrange regular feedback sessions with your employees to gather suggestions on how to improve communication.

• Make sure your communications suit your audience. Whether you are talking or presenting written information.

• Summarise the discussion at the end. A good communicator realises that clarity now will save time and prevent misunderstandings later. summarising also reassures the audience that you have also been listening and understood any comments and feedback that they have made.

• Do not be aggressive in your manner. Make sure your tone is suitable for the audience and be assertive.

• Think about the speed of your speech and whether rushing your message will mean the listener misses out on vital information.

communication Essentials

• Make it clear

• Keep it concise

• Make it accessible

• Check it has been understood


3. fEAturEs of EffEctIvE WorkPLAcE communIcAtIon

1817

Is it concise?

be concise with the information you provide. remember it takes time to develop, prepare, distribute, read, listen and understand information and time is money. More complex language can often result in misunderstandings and can be counterproductive. you can still be polite and direct with the information you give and you can achieve this by:

• Identifying the key points, ideas and in some cases just key words that you want to convey in each bit of communication and recognise that the rest is not necessary.

• You should not be abrupt, but succinct and direct. Do not hide the main message of what you want to say in endless waffle.

Is it accessible?

giving clear and concise information is not enough unless it is also accessible. some questions to consider are:

• Do you have the means to establish which language a person speaks? You could use a Language identification card. These are used extensively in the public sector. (see appendix 1).

• Do you have an interpreting service available for when needed? (See Appendix 1)

• Are you going to translate documents? The Association of Labour Providers provides a low cost translation service. (see appendix 1)

• Do you have bi-lingual dictionaries that can be used to explain simple instructions?

• Have you considered transferring information to pictorial images?

• Have you considered providing on site ESOL classes? (for definition and information on EsoL levels see section 4).

Has it been understood correctly?

The above steps of providing clear, concise and accessible information will really only be fully effective if you follow through by checking someone has understood. This final stage could be seen as a Critical Control point (CCp).

neither side should be afraid to ask questions if they do not understand or need further details about what is being said. remember that a conversation should be interactive and not a one-way dialogue. for additional guidance on checking for understanding see section 5 of this Toolkit.

it may also be valuable to give workers an open channel for feedback, which can help to understand how the communication has been received; worker committees with regular meetings can be organised, or make it clear to all that an open door policy exists.

conducting Effective staff surveys

Well managed staff surveys can assist in increasing workforce cohesion and morale; resulting in increased staff retention rates, lowered absenteeism, improved productivity, and increased profitability. There are various actions you can put in place to ensure the success of your staff survey. These include:

1. agree the aims and objectives of the survey - talk to managers and workers in focus groups or individually to decide what the purpose of the survey is, why the organisation is conducting it, where and when workers will be able to access it and how the results will be used.

2. Market the survey - create awareness in the workplace; workers need to be given plenty of notice about an upcoming survey. Use any medium(s) available such as notice boards or meetings. Emphasise the importance of workers responding and how valuable their opinion is to ensure necessary improvements can be made to the organisation; be clear about the processes you have in place to review survey findings and action results.

3. guarantee employee confidentiality – reassure workers that their responses will not be linked to them as individuals. This will ensure that workers give a more honest response and lead to more valuable feedback.

2019

4. Make your survey accessible – ensure that your workers understand and can access the survey. Use simple and direct language, and translate the surveys into required languages when possible. Consider workers with poor literacy levels; use a survey tool which offers the option of issuing the survey by phone for those workers who cannot read the survey questions.

5. Consider incentives for completed responses within the given timeframe – research shows incentives increase response rates. They are especially useful in a longer survey and can be anything that will appeal to the employee demographic.

6. send reminders - survey reminders can increase your responses by another 10-15% by providing an additional prompt to workers to complete the survey 7-10 days after the initial invite was sent.

7. share results - communicate a summary of the key findings with your workers promptly after survey completion. This will provide assurance that time and effort spent on completing the survey was worthwhile. furthermore, transparency will promote worker inclusion, and reinforce loyalty and trust in the organisation.

8. Take action on findings - it is imperative that the organisation is committed to making appropriate changes for improvement based on the findings of the survey. if no action is taken (or seen to be taken), the survey could potentially have an adverse effect within the organisation, promoting distrust and often reinforcing some of the concerns raised in the workers feedback.

good communication - Practice, tips and techniques in multi-Language Workforce

Employees in a fast paced manufacturing environment need to process a lot of information in the course of their jobs and this information can range from receiving simple instructions to listening to a technical demonstration. Where those involved in the communication speak different first languages, in order to make sure that such communication is effective, here is some practical advice, tips and techniques for being understood.

verbal communication

Three golden rules should apply when communicating with non-English speaking nationals.

golden rules

The Three golden rules of Verbal Communication

1. don’t raise your voice. shouting can actually make understanding harder, whereas it is easier to be understood if you are calm and encouraging in your speech. The listener should not feel embarrassed by not understanding and if they feel at ease, they are more likely to follow and take part in any conversation.

2. speak slowly. one of the most effective ways to be understood is to use a much slower pace than you would usually do. This allows for the recipient to process the information.

3. keep your sentences short and to the point. someone who is unable to speak English well will be more likely to understand short, clear and simple sentences than long, complex ones which are hard to follow.

There are however, several other techniques you can use in addition to the three golden rules.

• Pause in between points.

• Actively encourage the worker to ask questions and let you know if they do not understand.

• Check for understanding (see section 5) after every point made. Ask open questions such as “so which colour knife do you need to use for raw meat?’ as opposed to ‘do you understand?’.

• A practical demonstration with the use of mime or gestures can cross many communication barriers and aid understanding of a difficult topic - beware, though, that cultural differences can affect intentions here.

• Make sure the words you use can be understood and are not too difficult, avoiding technical language and jargon.

2221

keeping it simple

below is a list of example words that can be very difficult to understand. opposite these is a suggestion of a more simplified word that can be used:

advise tell

belongings things

Commence start

in the event of if

issue you with give you

on receipt when you get

on request when you ask

per annum a year

prior to before

purchase buy

regarding about

request ask for

should you wish if you want

Terminate end

There are many more examples of how to simplify language and these can be downloaded from the plain English Website (www.plainenglish.co.uk).

if you do need to use jargon or technical language relating to a particular job, make sure you have explained it first. you may wish to consider having a ‘vocabulary’ list of words that are specific to your industry or their job role – this way they have the opportunity to research the words by checking with a colleague or looking the word up. This list can be given out at induction or any training event or update meetings.

optimising the chances of being understood

• Be prepared to repeat yourself if you are not understood. Firstly, repeat what you have said then re-phrase if you are still not understood.

• Avoid using irony or jokes. Phrases such as “I wasn’t born yesterday” can be very confusing.

• Use ‘active’ language such as ‘You must wear a hair net’ rather than ‘Hair nets must be worn’ – in the second example it is not clear who should carry out the action.

• ‘Buddy’ systems can work very effectively. Wherever possible, pair a new employee up with a more experienced worker who can act as a mentor. The ‘buddy’ could be a compatriot or otherwise, but someone who has a more advanced level of English.

• For final consolidation, always give a hand-out of the main points that were made in the discussions; however, make sure anything written down is also in ‘plain English’.

Written English

Much care needs to be taken with the use of written English in any document given to a migrant worker. in fact, the skill of reading can be harder for some, especially those who have not received any formal language training in the past. Therefore, the same rules as for spoken instructions apply. The table on page 23 identifies some of the techniques you can use to make written communication more effective.

Written English

2423

Process reason or effect

sentences keep them short!

bullet points Use bullet points to clearly separate key pieces of information.

Vocabulary avoid vocabulary that is too formal or difficult to understand.Use simpler, more recognisable word

familiar words Use words that will be heard on a regular basis, (making sure these are either explained beforehand or as a footnote to the text).

no capitals Use lower case print – it is recognised that capital letters are generally more difficult to read. Capitals are also recognised by many cultures as having the effect of shouting

active* not passive language Make sure that you use active verbs as well as simpler language – “you will be observed” can easily be changed to “he will watch you”.

instructions in order it may seem obvious, but make sure instructions are written in the correct order, preferably without using time-markers such as ‘before that’, ‘afterwards’ or ‘meanwhile’, but with numbers in sequence.

be concise if your document is large, consider shortening it and only giving out the specific information that applies to the worker

images Use images and photos wherever possible to help get the message across – however, beware of culturally sensitive photos (possibly religious) or those that are very specific to our culture (a lollipop lady with her stop sign). Easily recognisable images are the quickest way to get a message across, which is why they are used widely in health and safety signage.* source: EsoL for food Manufacturing booklet, national skills Academy for Food & Drink Manufacturing and Poultec Training.

Toolbox Talk handouts Toolbox Talks are used widely and follow many of these principles mentioned. Whilst these talks are good for getting a message about a procedure or law across succinctly, be aware that some of the language in these talks may still be beyond the general comprehension of many EsoL workers. you may wish to go through the Talk first and simplify any difficult language or add a key explaining vocabulary at the bottom of the page

allow time When giving out forms, give plenty of time for them to be filled in.

some learners from arabic or Chinese speaking countries will struggle with everything from simple signage to manuals as they are adapting to a new script, having not been brought up using the roman alphabet or reading from left to right. Writing in a new script is difficult and can make a person’s writing look scruffy or childish. it is easy then to make incorrect assumptions on a person’s educational background by the quality of their written language.

* Verbs are active when the subject of the sentence does the action. Verbs are not active when the subject of the sentence has the action done to it.

Case study

speedibake created a cartoon baker character called pepE to help employees in their factories recognise the correct type and specification of personal protective Equipment (ppE), hence the name pepE, that is needed in any specific area.

2625

With over 13 different languages being spoken, translations did not always fully explain the exact type of ppE required and their internal audit programme identified non conformances in the ppE section, for example; some operatives using a general purpose glove when handling hot trays that really required a glove with a greater level of protection. They therefore felt there was a need to develop an understandable tool to protect their multicultural, multi-language workforce from injury and to keep them safe.

To implement pepE into speedibake, there was clear communication to ensure that all employees were aware of the changes, risk assessments were carried out and all departments had input and responsibility so that it was not just the function of the health and safety department.

by using a set of standard cartoon style ppE drawings - linked to a standard ppE specification sheet, signage can be created to show the particular hazards in any area or for any task and the ppE required without the need for text. simply click on the item of ppE, then copy and paste it onto the pepE character.

speedibake’s theory is that if you need to know what ppE is required in any area, just look for pepE! The development and production of the pepE character and all the associated tools and scenes has only cost speedibake around £1000.

pepE was introduced into the speedibake sites in the summer of 2011 as part of their “safety first” program which over the years has had phenomenal success with incidents dropping from 151 five years ago, to just 17 in the last business year. speedibake was awarded a top prize at the institution of occupational safety and health (iosh) for their pepE cartoon character.

dealing with cultural differences

Cultural differences can have a big impact on communication, whether written or spoken. With regards to speaking, some cultures raise their voices as a sign of being more assertive. other cultures however speak much more softly. Even with the best will in the world, miscommunication is likely to happen, especially when there are significant cultural differences between people. There are some preventative methods to bear in mind:

Potential cultural misunderstanding

• Be neutral when speaking - when talking to various nationalities it pays to be more neutral with the tone and volume you use.

• Be considerate of other people’s input into the conversation. Many cultures will not interrupt, but wait their turn. some cultures do interrupt and it is not considered rude, so be tolerant of this.

• Don’t touch - patting a head may be considered to be a friendly or affectionate gesture in our culture, it is considered inappropriate by many asians to touch someone on the head, which is believed to be a sacred part of the body. in the Middle East, the left hand is reserved for bodily hygiene and should not be used to touch another person or transfer objects. in Muslim cultures, touch between opposite sexes is generally inappropriate.

• Use eye contact wisely – we may think that good eye contact is a demonstration of attentiveness. in many cultures; however, including asian and middle Eastern, eye contact can be rude, especially between opposite sexes.

• Be aware of gestures – hand gestures may have a different meaning and/or be offensive to those from other cultures. one common example is the use of a finger or hand to indicate “come here please”. This gesture in some cultures is very offensive. pointing is also considered to be rude in some cultures and asians typically use their entire hand to point to something.

be aware of gestures

hand gestures may have

a different meaning and/

or be offensive to those

from other cultures.

2827

To communicate effectively, you need to be aware of many different factors and the information given is not an exhaustive list of good practice. There are many other features to take into consideration, such as how culture and educational background can have an effect on communications. your main aim should be to make your working environment as inclusive as possible and to engage with all your staff using the most appropriate methods to make sure communications are understood.

one idea is to have a representative; a member of the training or hr team could be nominated for liaison or advise on matters concerning the communication and training of staff who speak English as another language. This member of staff could have received some basic awareness training or be able to use support documents that are available for employers.

case study.

a lack of cultural understanding can have an effect on working relationships. a team leader at greencore Cakes (hull) wondered why workers were disappearing from the production lines at the same time each morning. A potential conflict was avoided after a quick look at a religious calendar informed hr that their workers were probably going off to pray. When questioned, the workers were so pleased that the employer had taken the trouble to look this up. The company now has a dedicated prayer room and workers have agreed with their supervisors to stagger the timings that they go to prayer to ensure that there are always enough staff on the shop floor.

Tulip also has an outside consultant delivering regular training to every manager and supervisor on ‘dignity at Work’. The sessions cover topics such as how to speak to people appropriately and cultural and religious awareness. They are currently developing an in-house training programme to reach all employees.

Why is it important to understand Language Levels?

We cannot expect for everybody in the workforce to have the same level of English. Workers’ backgrounds may vary considerably. some may have achieved high qualifications in their countries and speak several languages, therefore they already have better study skills and can pick up a language more easily. some may have received very little or no formal education in their countries and maybe cannot read and write in their own language. others may have a good understanding of the written language from previous self-study, but find it hard to speak English, while others have lived in England for a while and speak relatively well but have never attended language classes to improve their skills and find the written word difficult.

in addition there are numerous reasons why workers who are not native speakers may find it difficult to understand conversations in English:

• They may be in a formal interview or discussion which most people find stressful in some way, in addition to having to perform in a second or third language.

• People often do not like to admit that they cannot understand.

• They may not be familiar with an accent.

• The conversation may be taking place in a noisy environment.

• If there are other people in the room who speak the same language they can be a tendency to over rely on translation from a colleague, especially if there are friends/partners who they perceive to speak better English. in addition to this, some people feel embarrassed to speak in a foreign language in front of their peers/partners, especially if they come from a culture of mocking people who make mistakes.

if you have a minimum language requirement, then the information must be presented in a way that could be understood by all. This means that you need to make sure that all your communication is not above this minimum level of language. you may need to get assistance from your EsoL provider with setting and checking language levels

EsoL stands for English for speakers of other Languages and is a set of courses designed for people whose main language is not English.


4. LAnguAgE LEvELs And dEvELoPIng skILLs

3029

Experience shows that many manufacturing companies in the Uk have a high proportion of workers with EsoL needs. anyone with EsoL training requirements could have needs in any of the four main skills:

• Speaking

• Listening

• Reading

• Writing

EsoL is divided into six levels:

EsoL

Pre-entry a total beginner level with no exam outcome

Entry 1 Equivalent to key stage 1



Level 1 Equivalent to nVQ Level 1 / gCsE grades g-d / key stage 2

Level 2 Equivalent to nVQ Level 2 / gCsE grades C - a* / key stage 3/4

it is important to understand what the abilities of workers are at different EsoL levels. see appendix 2 to get an idea about the capabilities of EsoL learners carrying out a common speaking task in the workplace, that of discussing absences from work.

EsoL levels in the workplace

based on the levels of learners enrolled on workplace EsoL courses, the majority of migrant workers in the manufacturing sectors in England are Entry 1 to Entry 2 levels; a level which could be described as not fully competent in basic English at work.

Entry 3 is the level learners should aim to reach in order to meaningfully cope with day-to-day language of work, procedures and understanding instructions and generally getting on better with colleagues. furthermore, it is a good platform for progression, going on to study other vocational workplace courses such as nVQs (national Vocational Qualifications) and apprenticeships or CiEh certified industry qualifications.

The last two levels on the scale are Level 1 and Level 2, Level 2 being the equivalent to grades C-a* at gCsE. Levels 1 or 2 would be appropriate levels for supervisors and Managers to function competently, with paperwork and instructions in mind.

understanding possible effects of language difficulties on worker behaviour

in order to be able to include workers effectively, it is desirable to have some understanding of the difficulties faced by EsoL learners.

shifting Perspective

imagine the scenario. you may have an experienced employee who evades attending training sessions or has a negative attitude towards reading a form or manual. This employee, whether their main language is English or not may have communication issues or difficulties in reading or writing or maybe cannot read or write at all. once this fact is revealed their behaviour begins to make sense and steps can be taken to support and possibly develop this person’s skills.

for many migrant workers whose main language is not English, these difficulties are there from the beginning of starting their job. an ability to effectively show their capabilities in any role can be hindered by their lack of ability to express themselves in English.

vocabulary and “false friends”

Common areas of difficulty in English for workers for whom English is not their first language are not simply matters of grammar. Vocabulary can also be an issue. Clearly someone still learning a language has a limited number of words to use to make themselves understood and the likelihood is that they will not understand some of the words a native speaker is saying to them. in addition to a restricted vocabulary some words in one language can look very similar to a word in English, but can mean a different thing. These are called ‘false friends’. We are all aware of the example ‘pants’ in american English means ‘trousers’ in british English. some examples from languages we now frequently hear in the Uk are:

31

false friends

• Fabryka (Polish) factory (English), not ‘fabric’

• Hazard (Polish) gambling (English), not ‘hazard’

• Agenda (Polish) department, branch (English), not ‘agenda’

• Agenda (Portuguese) diary (English), not to be used for ‘meeting agenda’

• Avisar (Portuguese) warn (English), not ‘advise’

• Injúria (Portuguese) insult (English), not ‘injury’

• Real(Portuguese) royal (English), not ‘real’

• Caution (French) deposit, security or bail (English), ‘not caution’

• Eventuálne (Czech) possibly (English), not ‘eventually’

• Dislokacija (Lithuanian) location (English), not ‘dislocate’

the use of slang and colloquialisms

Expressions and idioms can be particularly difficult for a worker with limited English to understand. Trying to understand colloquial expressions (i.e. phrases common in everyday language rather than in formal speech) can be very hard, especially as English speakers very often use them as they sound friendly. an example would be “This is arturas; he will show you the ropes rather than you fathoming it out”. The EsoL learner will automatically start translating this saying literally and come to an abrupt halt when faced with the word ‘fathoming’!

colloquialisms

• “He will show you the ropes rather than you fathoming it out”

• “You mustn’t use that machine till you have had the training. It is best to be on the safe side”

• “There’s safety in numbers”

• “Come on; time is money”

developing skills through EsoL training

EsoL training can aid staff retention and development if they can see a path of progression within the company. Most learners state at the end of EsoL courses in the workplace that they can see a benefit in their work such as being able to communicate better with their supervisor.

There are training providers who can deliver courses in the workplace directly, fitting around shift patterns. some of the best types of course you can offer your staff are those that have been contextualised to the industry or job the employees are working in.

if you are unable to find a provider in your area, you could contact your local skills funding agency. alternatively, the national sector skills Councils have details of Training providers affiliated with their sectors (see appendix 1).

case study

Try to build links with a local training provider or college which can provide EsoL classes. The Tulip redruth site at Cornwall is one company that established ties with their local college and regularly has two teachers on site delivering EsoL. The training is free to workers and available to them within their work day. Training is available for two hours and employees are offered to finish their shift one hour early (paid) to attend. The training has been very successful with an excellent pass rate.

32

3433

Whether or not workers have understood communication is forefront on many employers’ minds. a common comment is “how do you know spoken communication has been understood?” “how do you know things have been translated or interpreted the way you wanted them to be?”*

*Typical comments raised by hr Managers of major food manufacturing companies consulted.

Checking for understanding is a trademark of good communicators. non-native speakers of English can operate at differing levels in each aspect of language, namely speaking, listening, reading and writing. Therefore, it is important to establish and know what skills they are good at, initially, in order to convey information and then to check for understanding afterwards.

it is important to check the understanding of employees with EsoL needs regardless of how simple the information is. however, it is also important to remember that not understanding simple information is not due to a lack of intelligence but to a lack of language skills, which can be developed in time.

What follows are three examples where misunderstanding has occurred. for each of these examples there are some important lessons that can be taken from the situation and how to avoid them happening in your business.

When misunderstandings occur - Example 1

karwan is from iraq and came here 10 years ago when he was 19. he has had no previous education either here or in his country. he is very talkative, confident and friendly. He is fluent in English and when he speaks it is not initially obvious that English is not his first language.

he got offered a job after his successful interview and was asked to read and sign things during his induction to confirm that he understood. he did so as he didn’t want to lose his job. it later became clear that karwan could hardly read and write. Therefore he was not able to follow the written instructions, although he was good at his job and a quick learner if somebody explained verbally what he had to do.

Lesson from example 1

What lessons can we learn from this?

• There should have been a formal or informal needs assessment after the interview to establish his level of reading, writing, listening and speaking skills. This could have been used to decide how to convey information.

• Never assume full understanding without checking for it using appropriate methods. Written material could have been read out for him to repeat/retell the information or demonstrate it to confirm his understanding. all of this could have also been recorded as proof using a company mobile phone or camera.


Vadims from Lithuania came here two years ago. he has got a strong accent and is not a competent speaker of English, but his writing and reading skills are a lot better. he is an agency cleaner. The company supervisor, in a rush, told him not to put bleach in the water to clean the floor.

she said, “Use the blue bottle not the bleach, bleeeaaacchh, okay?”

Vadims: “okay!”

He went ahead and used bleach every time he cleaned the floor until he was spotted doing so.



• Okay? is not a good way of checking understanding.

• He probably didn’t hear the negating word ‘not’. ‘No bleach’ would have been more effective.

• He should have been given written instructions with images/real pictures as well as verbal instructions. This wasn’t done as they thought his English was not good enough to understand written texts.

• He should have been given an opportunity to demonstrate his understanding using or showing the correct cleaning product.


5. cHEckIng for undErstAndIng

3635

Employers need to be sure and not just assume that their employees understand health and safety rules, company policies and procedures, etc. assumptions could result in very dangerous and/or costly situations in the workplace. This danger is recognised in the army, therefore they frequently check for understanding in their radio communications by repeating information back to confirm it. This is also very true in commercial operations.


an employee used a no win no fee lawyer to sue his company after a commercial accident. The employee had signed to confirm understanding of the health and safety rules. The employee was then asked to read what he signed out loud in the court. he could not read a single word.



you should not assume full understanding, simply because the information was provided on a piece of paper or it was signed by the employee.

What are the signs of not understanding?

in order to be able to check for understanding effectively, first we need to investigate the signs of not understanding and look at the common mistakes people make when checking for understanding. Unless a person tells you that they don’t understand, or you spot them doing the task incorrectly, the real signs tend to be non-verbal.

typical indications they don’t understand

• Glazed/puzzled look

• Lack of facial expressions

• Not focused, uninterested or lack of eye contact

• Squinting eyes

• Leaning forward to hear better

• Putting head to one side

• Repeatedly looking at the person sitting next to them

• Procrastinating, trying to delay the task or forget about it entirely.

How not to check for understanding

it is important to remember utterances such as ‘yes’ and ‘okay’ in agreement are not indications of full understanding. for employees, it can be difficult to say ‘no’, and ‘yes’ can be used as a short cut for a break and to end a conversation. Therefore you must try not to use the following language for checking understanding:

• ‘Do you understand?’

• ‘You know what I mean?’

• ‘Obviously?’ ‘It is obvious.’

• ‘Okay?’ ‘Yeah?’ ‘Yes?’

• ‘Isn’t it easy?’

• Or anything similar in person’s first language, e.g. ‘Comprende?’

• Complicated structures to sound polite, unless the person has already got a high level of English, e.g. ‘Would you be kind enough to recap what has been said?’

3837

checking for understanding

ask workers to:

• Verbally explain their understanding

• Physically demonstrate their understanding

• Respond to open questions

• Take short and appropriate tests/ assessments

1. Ask workers to verbally explain their understanding so that they:

• Repeat back the key information.

This is very useful with small chunks of information such as numbers and days. The employee is encouraged to repeat the key information back. non-native speakers of the language do usually find it difficult to distinguish between similar sounding numbers, for example, 15 or 50; 13 or 30; 14 or 40. This can cause many problems if checking for understanding is not encouraged. The employer might end up with more stock than needed because of a very simple misunderstanding, or end up charging less for a product for example £15 instead of £50.

• Re-tell/explain the procedures

2. Ask workers to physically demonstrate their understanding:

This is a more tactile approach and can be very useful as it does not usually require any verbal language exchange and simple non-verbal communication such as body language can be used to elicit their understanding. This approach requires more planning and is more structured.

This could be done in many different ways, some examples of which are:

• Role-play in group settings

• During induction and/or training sessions. For example, how to greet and serve customers and use of correct customer friendly language. scenario cards could be created including commonly faced cases to check if the employee follows the correct procedures.

• Demonstrating, e.g. stock control and manual handling

• Take part in drills such as a fire drill

• Pick the correct sign or label after information is given, e.g. going to the correct fire assembly point

• Using timelines* to explain their understanding, e.g. concept of past and future; how far in the future; to give priority over certain tasks; what time to start; rota.

*Timelines - a graphic design used to show events along a period of time, represented by a long bar labelled with dates alongside it and (usually) events labelled on points where they happen.

• Use a traffic light system – green; amber; red to demonstrate their level of understanding. This is less threatening than ‘do you understand?’

• Asking specific questions, e.g.’ So what time are you starting next week?’

• Short tests, e.g. at induction and in group settings

one of the most important aspects here is that there is a mutual responsibility to make sure communication is understood.

making the difference

Undoubtedly, of all the communication skills, listening is the one that makes the biggest difference and is the sign of a good communicator. When the principle communicator uses empathetic listening, the listener is compelled to reciprocate and listen back more carefully and take an open mind to being influenced. This creates an atmosphere of caring, respect, and effective working relationships.

useful/effective techniques to check for understanding

40

This toolkit provides some practical help for effective communication within a multi-language workforce. The tips and hints are aimed at workers where English is not their first language; however, you should bear in mind that many of the suggestions and techniques covered in this Toolkit are suitable for workers with low levels of literacy in English also.

Many of the suggestions provided in this Toolkit are simple to implement, others may need a little more training and development of staff responsible for implementing the communication plan. Whatever you decide to do, by far the best principle is to work on the basis that you have a whole organisation approach to clear and effective communication. set an overall policy and stick to it; get all staff involved and actively encourage the use of both written and spoken English in the workplace at all times, from recruitment through to appraisals, but give the practical and measured support to those workers who need it. Endeavour to have all your documentation in plain English, with pictorial aids where necessary. finally, remember effective communication is not just language but also about culture. provide cultural awareness training to all workers and promote fairness and tolerance in the workplace at all times.

if you would like further help and advice you can access a range of resources and practical approaches available to promote workplace skills development and integrate them into your own practice. Links to these resources can be found in appendix 1.

Equality legislation

Equality and human rights Commission

http://www.equalityhumanrights.com/legal-and-policy/equality-act/equality-act-codes-of-practice/

EsoL support

Workplace Language Literacy and numeracy Toolkit produced by the East Midlands development agency and greater nottingham Learning partnership www.thenetwork.co.uk/thetoolkit/index.html

support for Literacy, Language and numeracy – Learning and skills improvement service - http://www.excellencegateway.org.uk/sflln

for help creating a communication Policy

Cipd (2010), Taking employee communication seriously, 2010

http://www.cipd.co.uk/hr-resources/practical-tools/hr-employee-communication.aspx

Assistance with skills and training:

Consult your national skills academy for help with finding a Training provider to help you with your English language training needs or vocational courses:

national skills academy for food and drink www.foodanddrink.nsacademy.co.uk

Excellence gateway gives you access to a comprehensive collection of information and resources, networks and development opportunities,

www.excellencegateway.org.uk


6. summAry


APPEndIx 1 – usEfuL rEAdIng And WEbsItEs

The tips and hints

are aimed at workers

where English is not

their first language.

39

4241

Whole organisation approach (Employers)

http://www.excellencegateway.org.uk/pdf/QIA-WoA-Employers.pdf

get on at Work

http://www.move-on.org.uk/getonatwork.asp

Language assistance:

for help and advice to present language in a clear and concise manner:

plain English Website www.plainenglish.co.uk

To identify which language a worker speaks, consult:

Language identification Card http://apps.languageline.co.uk/trainingsites/leicestershirecc/LIccard.pdf

for help with interpreting:

association of Labour providers http://www.labourproviders.org.uk/langcomm_live_tele_interpreting.aspx

for help with translation needs:

association of Labour providers http://www.labourproviders.org.uk/alp_document_translation.aspx

faith calendar:

www.interfaithcalendar.org/

EsoL Levels

pre-entry

at this level a learner cannot make a sentence and needs constant repetition to understand sometimes just simple vocabulary. This level of learner doesn’t know simple vocabulary such as numbers above 10 or 20, days of the week or colours. They would rely totally on colleagues to explain instructions or to complete forms for them.

EsoL Level 1

EsoL Entry 1

speaking

at this level, the learner will most likely lack confidence and would probably leave it until the last minute to request time off or phone on the day to say they are not coming in. They will talk in short utterances or very simple sentences with the present simple tense only. They would therefore form statements such as “Today i not in. i go dentist.” or “daughter sick.” They would not have got to grips with using the verb ‘can’ to ask for permission or using intonation to indicate politeness.

Listening

They would struggle to understand “When will you be back in?”, and would definitely not understand “When can we expect you back?” or “have you been to see a doctor and got a sick note?”

reading and writing

They would not be able to read the section of a staff handbook on absence procedures and would need this translated or get help from a fellow language speaker. They would be able to read some signs mainly by association of images or colours of signage in their countries. They would need assistance to complete basic forms and would struggle with phrases on forms such as ‘Country of origin’.

Entry 1 level can best be described as a ‘beginner’ language learner.


APPEndIx 2 – EsoL LEvELs

4443

EsoL Level 2

Entry 2

speaking

This typical level learner would have slightly more confidence and is likely to feel confident enough to ‘pop their head’ round the door of the personnel office. They may not have enough confidence or ability to phone into work as talking on the phone is still a big barrier. They are likely able to construct the statement “i am not in today because i am go to the dentist”. They are able to link statements together in one sentence (telling work why they can’t come in) therefore statements are clearer.

They would not be able to talk confidently in the past tense, so explaining a recent absence would be difficult and be in ‘broken’ English. They would, however, be able to use more polite and appropriate language and have more of an understanding of cultural aspects of English, e.g. “i can have tomorrow off, please?” They have got to grips with ‘Can i’ for permission, but are just learning more polite terms such as ‘Could i’, and would use more intonation in polite requests.

Listening

They would be much more confident in listening and would understand more than they are able to speak. They could cope in basic work scenarios and get the gist of most instructions as long as they are not given in too long, complicated sentences.

reading and writing

They would be able to read signage and get the gist, but may not understand language for specific purposes or technical language.

Entry 2 level can best be described as an ‘elementary’ language learner.

EsoL Level 3

Entry 3

speaking and listening

a learner at this level would be able to get by in most day-to-day situations with reasonable confidence. They are typically the worker who normally speaks on behalf of his peers, and liaise on common issues such as absence, pay issues and other problems at work.

They would be able to construct a longer and clearer sentence such as “Excuse me, can you help my friend? next week he can’t come to work because he has a problem…his mother is ill in Poland and must to go home. He is flying on Sunday”. The sentence may not be totally grammatically correct, but the message is still clear and precise. a learner at this level would be able to explain future and past actions: “sorry i am late. i went/i have been to doctor’s and i must wait more than i hour.” again, mistakes exist grammatically, but it is clear and polite.

This level would be able to understand a standard group training session in, say, health and safety, but would need the assistance of a pre-translated list of terms and a dictionary. They would also be able to describe the events of an accident or other incident at work.

overall, Entry 3 learners have a greater command of:

grammar- they can talk in the past, future and maybe conditional (i.e. “i would ask for time off if it wasn’t busy”).

Vocabulary – they have a wider knowledge of words enabling clearer and more detailed explanations and can recognise more complex words and associate meanings from other familiar words.

Understanding – they will understand colleagues and managers’ instructions with greater ease and understand some vocabulary for specific purposes (first aid terms or describing ailments).

Culture – they should know the appropriate language to use in different situations, therefore getting on better with colleagues.

Entry 3 learners can best be described as ‘lower-intermediate’ language learners.

the workforce cohesion toolkit

Documents