Wednesday, May 1, 2013

Issues of Global Corporate English - Part IV

Part IV: One Specific Approach to Weekly Training

This approach is based on the principle, as mentioned in Part III, that…
In order to be effective AND productive, learning materials should be based on actual, current organizational issues.

It is also designed for team members that need to attain English productivity in ca. nine months.
That is to say – a high priority!

It includes the option of one to two, 5-day intensive training weeks.

Therefore, the presence of a trainer consultant and and/or facilitator – familiar with an organization’s job functions and issues – would help to organize and customize training.
  • The trainer consultant sets up and establishes the method and weekly agenda. He also provides support to...
  • The training facilitator (potentially a member of the subject organization) is trained by the trainer / consultant. He moderates training sessions in combination with his other duties.

The Trainer Consultant (TC) goes into a subject organization / team, and
  • determines what the English skills of each participating employee is...
  • in order to group employees into more than one skill group, if necessary;
  • determines what the main duties of the organization and of each participant employee are;
  • determines what current issues in the organization are as well as any new information;
  • gathers documentation relevant to the issues and information for use as training material.

The Trainer Consultant (TC) then prepares relevant documentation as training material.
He also works together with the organization‘s designated Training Facilitator (TF) in order to train him to take over his responsibilities in the future.
  • He creates vocabulary / phrase list based on the each week‘s subject document(s).
  • He identifies / creates necessary grammar training material.
  • He also identifies / facilitates the creation of additional training material (e.g. audio CDs, etc.) if desired.

Sample Program for Weekly Training
The following program is just one possible example.
Monday
  • Training group meeting (1-2 hours): first look at training document for the week.
  • TC / (later, TF) identifies those words and phrases that need to be trained.
  • TC identifies and introduces grammar topic as needed.
  • TC assigns 7 words / phrases to be learned by the next day.
  • TC coaches participants regarding the assigned words / phrases / grammar topic as needed and individually in the course of the day.
  • TC provides further support to the organization (writing emails, composing other docs, etc.) for the rest of the day.

Tuesday – Thursday (optional for groups where the need for progress is more urgent)
  • Brief training group meeting: review of / quiz on learning material from previous day
  • TC assigns 14 words / phrases to be learned by the next day’s session.
  • TC coaches participants regarding the assigned words / phrases / grammar topic as needed and individually in the course of the day.
  • TC provides further support to the organization (writing emails, composing other docs, etc.) for the rest of the day.

Friday
  • Brief training group meeting: review of / quiz on learning material from previous day
  • TC conducts final review of total 49 words / phrases.
  • TC reviews grammar lesson as needed.
  • TC provides further support to the organization (writing emails, composing other docs, etc.) for the rest of the day.
  • Together with the TF (Training Facilitator), TC identifies new document for following week’s instruction

Weekly program: Results
  • 49 words / phrases per week – easily learned because they are set in context.
  • = 196 words / phrases per month = (10 months) almost 2,000 per year
  • 2,000 words / phrases a year guarantees intermediate ability for beginners and advanced ability to intermediate learners.
  • Learning words / phrases is facilitated by creating flash cards for them: learners can use them during breaks, on their way to lunch, at their desk and learn step-by-step.

The Training Facilitator (TF), ideally an internal member of the subject organization, is able to take over most daily duties.
The TC prepares and coaches him for this role. He also remains to provide support as needed.
  • The TF identifies weekly training document.
  • He leads Monday session towards identifying 49 words / phrases to be learned.
  • He creates flash cards.
  • Supported by the TC, he identifies / introduces / moderates grammar topics.

Result: in about 1-3 months, the TF could take over most training responsibilities, thus:
  • reducing costs incurred by TC, and / or
  • freeing the TC to initiate other training groups and/ or provide additional consultation;
  • enabling him in turn to advise other TFs or create successor TF in his own team / group / organization.

In Part V, I will make some general comments as to "Migrating" a non-English to an English communication environment.
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